Effective
Bible
Teaching
Teacher’s guide for
BREAKTHROUGH WITH GOD’S CHURCH
EFFECTIVE BIBLE TEACHING
Volume II
A TEACHER’S MANUAL for use with the course BREAKTHROUGH WITH GOD’S CHURCH Unit I
Richard E. Harris, Writer of Unit I
Scripture quotations, unless otherwise indicated, are from the Revised Standard Version of the Holy Bible, copyrighted 1946 and 1952 by the Division of Christian Education, National Council of Churches, and are used by permission·
Copyright © 1973 by the Department of Education, General Conference of Seventh-day Adventists, Washington, D.C.
All rights reserved
Pacific Press Publishing Association Mountain View, California
Omaha, Nebraska	Oshawa;5Ofttario
Litho in U.S·A
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CONTENTS
Page
UNIT I: My Kind of People
Introduction ................................................ 3
Section 1
1.	Behind the Scenes Is God.................................. 4
2.	Royalty or Loyalty?...................................... 17
3.	Lifework and God's Purposes.............................. 28
4.	Plagued by God' s Love................................... 47
5.	Don't Forget the Blood—Ever!............................. 60
6.	The Plunge of Faith...................................... 69
7.	True or False Tests...................................... 76
8.	Summing It	Up............................................ 84
Section 2
9.	Share the Work of the Lord............................... 88
10.	God of the Smoking Mountain.............................. 95
11.	Law of Liberty . ,...................................... 101
12.	The Treaty	of	the Great King............................ 109
13.	The Death Dance......................................... 115
14.	Come Before His Presence................................ 124
15.	My Kind of People....................................... 131
16.	Summing It	Up........................................... 139
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INTRODUCTION
These are crucial times for the Seventh-day Adventist Church· We live in a world dazzled by new inventions, new moralities, and new opportunities. As a tidal wave of sin moves over the land, government officials and popular religious leaders seem powerless to stop the oncoming surge of evil· Yet, people everywhere long for the true, the right, and the beautiful. Thus the Bible is being studied anew by thousands. And many are looking to Seventh-day Adventists and their teachings to find answers for their questions.
Dr. Elton Trueblood once commented, "The Church of Jesus Christ is a sleeping giant. Its unrealized potential is almost staggering to contemplate." Now is the time for youth and older members of the church to invest all of their energies and ideas into the grandest enterprise which has ever faced any generation—that of preparing a people to meet our Lord in glory.
1.
Behind the Scenes Is God
LESSON PURPOSE
To show that God patiently works out His plans despite circumstances which imply that He has forsaken man·
PERFORMANCE OBJECTIVES General:
Understands how God cared for Israel and other nations·
Explains the importance of seeing God’s hand in history.
Specific:
OUTLINE
Lead-in:	Calamities raise the question, "Does God care?"
Bible Writers: God foresaw and provided for Israel’s calamity.
Modern Messenger: God’s purposes in allowing Israel’s calamity.
Mean to You: God’s hand in history.
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5
1. No student assignment has been assigned for this day; teacher can introduce unit.
ASSIGNMENT (for 1st day)
(for 2nd day)	1. Reread "Adventure Unlimited" on page 3.
2. Read the Lead-in and do numbers 1 through 3· (Note:
Some questions in this unit may have alternate objective answers, since, at times, several answers can be found in the resources listed. Also, the questions with asterisks beside them indicate subjective-type questions. These are identified only in the teacher’s manual and not in the student’s book, My Kind of People. Suggested answers to subjective questions will include the phrase "Answers will vary .*״)
(for 3rd day)	1. Do numbers 4 and 5.
2. Read the poem on page 9 and write a one-sentence reaction on the bottom of the page. (Note: Mention to the students that you will be giving a quiz based on the concepts in number 5.)
1.	Give the assignment for the 2nd day of class. See above.
2.	Introduce the unit by saying something similar to the following note. (Note: Many of today’s youth are taking a new look at the church and asking such questions as:
"Why have a church?" "When did the church begin?" "Can a person be saved outside the church?" "What does the church mean to me?" Such questions will be considered
in this unit. Many youth are sincerely trying to find ways to improve the church. Others find fault and leave the church. Each church member owes it to himself and to the church to reevaluate his or her relationship with the church. Opportunities are provided for this kind of evaluation in the four units of this course, Breakthrough With God’s Church. [Read the Introduction to this manual.7
In this course we will study the archaeological and historical backgrounds of the church and then make modern-day applications.
The course is composed of the following four units:
Unit I:	My Kind of People—a study of Exodus, the
beginning of the church.
Unit II: Gathered to Scatter—a survey of the Old
Testament church from the Exodus to Christ.
Unit III: A Closer Walk—a study of the church at Corinth using 1 and 2 Corinthians.
PRESENTATION (for 1st day)
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Unit IV:	Moving Out—a study of SDA church history.
[See page 1 in My Kind of People for a course outline.7)
(Note: See RESOURCE MATERIALS, number 1 for reasons why this course is offered.)
3· Ask your students to look at the picture on page 2 in My Kind of People. In your own words retell the story on page 3 of Howard Carter’s discovery of King "Tut’s" tomb. (Note: See the National Geographic Magazine, October, 1963, for further details and pictures.)
Challenge the students with the prospects of new spiritual discoveries.
4.	Introduce the format of the lessons, class procedures,
etc. as necessary. (Note: See Introduction to this unit.) Mention that in addition to My Kind of People each student must have a copy of Patriarchs and Prophets. Though not required, each student would find it advantageous to have a personal copy of the Seventh-day Adventist Church Manual.
5.	Give a brief overview of the book of Exodus. See "Intro-duction" which appears just before the commentary on Exodus in Volume 1 of the SDA Bible Commentary. Also notice RESOURCE MATERIALS number 5.
Alternate Presentation: On the first day show a short newsreel-type film portraying calamities of war, disease, accidents, crime, and natural disasters to introduce the lesson.
(for 2nd day)	1. Go over the answers to questions 1 through 3. See
SUGGESTED ANSWERS in this manual. (Note: Keep in mind the purpose of this lesson. Emphasize how God is patiently working out His plans despite circumstances which imply that He has forsaken man. Point out how God’s plans include not only His special people but all others also.)
(Note: If you wish to comment briefly on the seige of Leningrad which is referred to in the Lead-in, see Harrison E. Salisbury’s The 900 Days: The Seige of Leningrad /-New York: Harper and Row, 19697 or the con-densed version in the March and April, 1969, Reader’s Digest. Avoid lingering on gruesome details.)
2.	Point out that as the prophecy made to Abraham in Genesis 15 kept alive the hopes of the Israelites enslaved in Egypt, so the prophecies of Christ’s second coming should brighten our hopes that Christ will soon rescue us from this world of sin. Ask students to recall some prophecies or promises in the Bible which hold out this hope.
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3· If you have time, you may wish to discuss the Optional Discussion question before number 3 on page 7. (Note: See SUGGESTED ANSWERS; 1BC 184; 1BC on Gen· 3:15; 1BC on Ex. 12:40; and 6BC on Gal. 3:16, 17. You may wish to put the chart in 1BC 185 on the board or on an over-head transparency.
(for 3rd day)	1. Give the quiz in RESOURCE MATERIALS number 2. Ask the
students to exchange papers. Score and discuss. (Note: See RESOURCE MATERIALS number 3 for answers and additional ideas.)
(Note:	In preparation for this discussion read the
chapter entitled "History and Prophecy" in Ed 173 to 184. You will find there more guiding principles which may be profitable. Try to remember concepts from this chapter but refrain from quoting excerpts lest the students get "quotation-weary." Feel free to use the excerpts listed on page 8 in My Kind of People.)
(Note:	If someone raises the question of how it is that
men have free will yet God controls affairs, refer them to Ed 178 quoted in number 5 d. on page 8 in My Kind of People. This quotation states plainly the fact but does not tell how. Tell your class that a fuller coverage of this question will be considered in Lesson 4 where the hardening of Pharaoh's heart is discussed.)
2.	Conclude the class period by sharing promises from
number 4 and experiences suggested in the first Optional Discussion after number 5 on page 8 in My Kind of People. (Note: See SUGGESTED ANSWERS in this manual.) If you have not asked for second coming promises as suggested under PRESENTATION for 2nd day, you may wish to let students share some at this time.
SUGGESTED ANSWERS (Bible Writers)
Lord (1:7, 12, 20); the midwives were blessed with families because they refused to kill the male babies (1:20, 21); God's Spirit evidently impressed Pharaoh's daughter to take "pity" on baby Moses (2:6); another obvious providence was that Moses' mother was able to train the baby (2:9, 10); no doubt, God protected Moses from the wrath of Pharaoh, helped him to find refuge in Midian, and provided a wife for him (2:15-22) .
1. a. Taskmasters afflicted them (1:11-14); the king com-
manded the midwives to kill all male babies that were born (1:15, 16); the king commanded the Egyptians to throw newborn babies into the Nile (1:22); Pharaoh sought to kill Moses (2:15).
b.	The Israelites multiplied under the blessing of the
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2. a. God multiplied the Israelites as He had promised (Gen. 15:5, 6; Ex. 1:7, 12, 20,) ·
b.	The Egyptians oppressed the Israelites.
(NOTE: See SUGGESTED ANSWERS for number la.)
c.	To allow the Amorites [Canaanites] who lived in Canaan time to accept or to reject God.
(NOTE: "The Amorites were inhabitants of Canaan, and the Lord had promised the land of Canaan to the Israelites; but a long interval must pass before His people should possess the land. He stated the reason why this interval must pass. . . . Idolatry and sin marked their [the Amorites'] course, but the measure of their guilt was not such that they could be devo-ted to destruction. In His love and pity God would let light shine upon them in more distinct rays; He would give them opportunity to behold the working of His wondrous power, that there might be no excuse for their course of evil. It is thus that God deals with the nations. Through a certain period of pro-bation He exercises long-suffering toward nations, cities, and individuals. But when it is evident that they will not come unto Him that they might have life, judgments are visited upon them. The time came when judgment was influcted upon the Amorites, and the time will come when all the transgressors of His law will know that God will by no means clear the guilty" /,Ellen White in 1BC 10937. See also the quotation before the one just quoted in 1BC 1093.
Also notice the unique statements in PP 118:1 and 492:1.)
(NOTE: God’s miraculous judgments on the Egyptians were designed not only to bring the Egyptians to repentance, but also to impress other nations, such as the Canaanites, to repent. See Ex. 9:15,
16; Joshua 2:1, 8-11; 1 Sam. 4:5-8; Psalm 67; PP 369: 2; PP 394:1-3; PP 483:1; PP 486:1.)
(NOTE: Ex. 12:40, 41 indicates, (1) that God knows the future, (2) that God is in control of the affairs of men, (3) that God will keep His word, and (4) that God pities His people. The promise known to the Israelites and later recorded in Gen. 15:12-16 must have inspired hope /,PP 242:2-243:07 during the long years of slavery. This would be especially true as the period neared its end. The Lord delights in keep-ing His promises made in love. The promises and pur-poses of the everliving God span the centuries /Oeut.
7:8, 97.)
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(Note: Read the comments on Gen. 15:13 in the SPA Bible Commentary, Vol. 1, p. 314. According to the method of calculation suggested here the affliction of Abraham’s descendants began with the persecution of Isaac by Ishmael and continued for 430 years—until the Exodus. Israel was in Egypt 215 years. Part of that time they were cruelly treated as slaves. God gives prophecies to show that He is aware of all things so that His followers will trust Him and have hope in times of trial.)
(Modern	3. (NOTE: The phrases underlined in these quotes could
Messenger)	represent student answers. Longer quotations are given
here for the benefit of the teacher.)
a.	(PP 232:3) "If the descendants of Israel were here [in Canaan] to become a numerous people, they must either drive out the inhabitants of the land or disperse themselves among them. The former, accord-ing to the divine arrangement, they could not do; and should they mingle with the Canaanites, they would be in danger of being seduced into idolatry. Egypt, however, offered the conditions necessary to the fulfillment of the divine purpose. A section of country well-watered and fertile was open to them there, affording every advantage for their speedy increase. And the antipathy they must encounter in Egypt on account of their occupation—for every shepherd was 1an abomination unto the Egyptians’ — would enable them to remain a distinct and separate people and would thus serve to shut them out from participation in the idolatry of Egypt."
(PP 333:3) "It was because the Israelites were so disposed to connect themselves with the heathen and imitate their idolatry that God had permitted them to go down into Egypt, where the influence of Joseph was widely felt, and where circumstances were favor-able for them to remain a distinct people. Here also the gross idolatry of the Egyptians and their cruelty and oppression during the latter part of the Hebrew sojourn should have inspired in them an abhorrence of idolatry, and should have led them to flee for refuge to the God of their fathers."
b.	(PP 434:2) "Although the Amorites were idolaters, whose life was justly forfeited by their great wickedness,
God spared them four hundred years to give them un-mistakable evidence that He was the only true God,
the Maker of heaven and earth. All His wonders in bringing Israel from Egypt were known to them. Sufficient evidence was given; they might have known the truth, had they been willing to turn from their idolatry and licentiousness. But they rejected the light and clung to their idols."
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c.	(PP 259:2) "The Egyptians thus had an opportunity to become acquainted with the religion of the Hebrews
(PP 260:1) "But those who were true to God understood that it was because of Israel’s departure from Him— because of their disposition to marry with heathen nations, thus being led into idolatry־—that the Lord had permitted them to become bondmen."
(PP 260:2) "Many were content to remain in bondage rather than meet the difficulties attending removal to a strange land; and the habits of some had become so much like those of the Egyptians that they pre-ferred to dwell in Egypt. Therefore the Lord did not deliver them by the first manifestation of His power before Pharaoh. He overruled events more fully to_ develop the tyrannical spirit of the Egyptian king and also to reveal Himself to His people. Beholding His justice, His power, and His love, they would choose to leave Egypt and give themselves to His service."
d.	(PP 263:1) "The Lord would give the Egyptians an opportunity to see how vain was the wisdom of their mighty men, how feeble the power of their gods, when opposed to the commands of Jehovah. He would punish the people of Egypt for their idolatry and silence their boasting of the blessings received from their senseless deities. God would glorify His own name, that other nations might hear of His power and tremble at His mighty acts, and that His people might be led to turn from their idolatry and render Him pure worship. ”
Optional	* Satan tried to disrupt the sacrifices of the Israelites
Discussion	by prompting the Egyptians to forbid the Israelites to
sacrifice animals. Satan wanted to weaken Israel’s faith in the great Sacrifice—Christ. Satan tried to counter-feit God’s miracles. Satan prompted the Egyptians to reject God’s warnings. He wanted to keep the Israelites in obscurity whom God had promised to multiply and prosper so that they could make known God’s law. Satan wanted to obliterate the knowledge of God from the minds of the Israelites.
* Satan used Pharoah, the taskmasters, and the magicians;
God used the midwives, Moses, and Pharaoh’s daughter.
Answers will vary regarding why God and Satan did not appear visibly. Some may say that God could not reveal Himself in person to sinful men without destroying them. Satan wanted to coneal his true identity.
4. Some promises that God will not forsake us are:
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Deut. 31:6 - Lord God will not forsake
Ps. 23:4 - through the shadow of death I will not fear
Ps. 32:7 - angel of the Lord delivers us
Ps. 91:1-16 - God will deliver from terrors
Isa. 49:15 - a woman may forget her child, I will not forget
Matt. 24:13; 28:20 - I am with you always—to the end
Rom. 8:31-38 - nothing is able to separate us from God
1 Cor. 10:13 - not let you be tempted beyond your strength
1 Peter 1:3-6; 4:12-14, 19; 5:7 - rejoice in suffering
(NOTE:	See also references in the Psalms listed in a
concordance under "forsake.’״)
*5. Answers will vary, but the following are some choice statements:
—	"to learn how worthless is mere outward and worldly glory"
—	"estimate at their true value things seen and unseen"
—	"learn the true aim of life"
—	"viewing things of time in the light of eternity, we may put them to their truest and noblest use"
—	"be prepared at His coming"
—	"to understand that ,righteousness exalteth a nation״"
—	"to recognize the outworkings of the principles in the manifestation of His power"
—	"behold, behind, above, and through all . . . the all-merciful One, silently, patiently working out the counsels of His own will"
•— "To every nation and to every individual of today God has assigned a place in His great plan"
(NOTE: Additional references which give added insights regarding God’s hand in history are: PK 536, 537 and DA 764—God guides, man decides; DA 32—God’s clock knows no haste nor delay; IT 264-268—God’s actions in the Civil War compared to God’s actions in Egypt.)
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Optional	* The following areas could be considered: an escape from
Discussion	accident, sickness, or death; people who providentially
came into one’s life; special benefits received such as money to meet a strategic need; the Bible or a religious book which after being read, opened up a new way of life; conversion; victory over a habit; rescue from evil circum-stances; physical healing; power for witnessing; a great opportunity; unique talents; etc·
*	John 3:16—God loved the world, gave His Son·
1	Tim· 1:15—Christ came to save sinners.
Acts 17:26-31—made every nation, commands all men to repent.
*	Satan can cause diseases and also heal. Satan can heal by removing the cause of sickness. ”Satan delights in war”—this statement portrays an unusually saddistic person. While Satan cannot create, he can manipulate nature, even as man has been able to do to a small degree.
Satan causes these evils to "divert the minds of the people from the work of preparation to stand in the day of God."
God will allow Satan to use his hellish power only as far as God thinks is best for His people.
(NOTE: For added insights on the causes of trouble look up references under "Calamities” in The Index to the Writings of Ellen G. White.)
RESOURCE	1. A church history course?
MATERIALS
A survey of 1400 academy students in the Lake Union Conference in 1966 revealed that teen-age boys are most hostile toward religion and the church at the tenth-grade level with decreasing hostility by the twelfth grade. Girls are less hostile than boys at the tenth-grade level with increasing hostility toward religion and the church at twelfth-grade level.
In view of these findings curriculum planners felt that the tenth-grade religion course should seek to allay some of these hostilities by considering the church in its historical setting and then making present-day applications of principles. Support for this view can be found in this statement: "The lessons of Bible history should be kept before the youth in our schools, that those who have no love for God and no interest in spiritual things may become interested, and learn to love the word" (CT 453).
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To increase interest, Lead-in narratives in this course, Breakthrough With God's Church, are longer than in the ninth-grade course, Breakthrough With God, The general format of the exercises is more simple.
Not only is it hoped that hostile students may become interested in spiritual things, but opportunities are pro-vided for those who are already committed Christians to reaffirm their former commitment and gain new understanding about the heritage, principles, and operation of the church.
2.	Quiz: Godfs hand in history
(Write true or false by the following questions based on the quotations on page 8 in My Kind of People.)
_______ (1) Youth should study history so that they can
see how important it is for each generation to develop a magnificant culture.
_______ (2) A study of history helps us to value material
things properly.
_______ (3) We can better understand the present and
future by studying history.
_______ (4) There is practical value received from study-
ing history because it can help us to prepare for the second coming of Christ.
_______ (5) Whether or not a ruler gets to rule or how
long a ruler stays in control is entirely dependent upon whether he is powerful or weak.
_______ (6) Often it is difficult to tell from historical
records who did right or who did wrong in the past.
_______ (7) Affairs on this earth have gone completely out
of control and God's purposes have been entirely upset.
_______ (8) God has a purpose for each nation which has
come into being whether it is Egypt, Israel, the United States, or Russia.
______ (9) Every individual as well as every nation has a
special place in God’s plan for this world.
3.	Answers to quiz: God’s hand in history
(1)	False (Ed 183)
(2)	True (Ed 183)
(Note: Poem: "Ozymandias of Egypt"
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I met a traveller from an antique land Who said: Two vast and trunkless legs of stone Stand in the desert. Near them, on the sand,
Half sunk, a shattered visage lies, whose frown
And wrinkled lip, and sneer of cold command Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things The hand that mocked them and the heart that fed; And on the pedestal these words appear:
״My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!"
Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare,
The lone and level sands stretch far away.
P. B. Shelley)
(3)	True (Ed 184)
(Note: Past events recorded in the Bible warn us about how to relate to present and future events. For example: the Flood—Matt. 24:36-44; 2 Peter 3:1-10; the destruction of Sodom—Jude 7, Luke 17:28-37; judgments on Israel—Jude 5, 6; Hebrews 3 and 4;
1 Cor. 10:1-13.)
(4)	True (Ed 184)
(Note: While the following quotation refers to SDA history, it can be applied in a broader sense. "We have nothing to fear for the future except as we shall forget the way the Lord has led us, and His teaching in our past history" fLS 1967·)
(5)	False (Ed 173)
(Note: God allowed Babylon to come on the scene to punish Judah for her sins fHeb. 1:1-11; PK 385, 3867· When Babylon became wicked, God allowed her to be destroyed [PK 501, 502]. When Babylon*s conqueror, Medo-Persia, became too corrupt, God allowed Greece to overthrow her; in turn Rome overcame Greece, etc.)
(6)	True (Ed 173)
(Note:	Few nations have left records of their failures.
Most of the writings on tombs, papyrus, and clay tab-lets tell of mighty exploits. We learn from other nations of their failures. The Bible is true history— it records the failures and successes of men in relation
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to their obedience and disobedience to God [bSGa 87,
887.
(7)	False (Ed 173, 178)
(Note: God has told us beforehand what to expect in history. Bible prophecies such as those in the books of Daniel and Revelation chart the course of history from the days of Daniel and John to the New Earth. We can easily find our place in the stream of time. This assures us that God is in control of events.)
(8)	True (Ed 177, 178)
(Note:	God allowed the South to punish the North in
the American Civil War and visa versa [IT 2647. It would be well to read this chapter, for it shows an unusual event in history in which God’s hand guided the battle at Manassas, Va. Also, read the two pre-ceding chapters.
Did God use Germany to punish the nations of Europe, and Japan to punish the nations of Asia in World War II? Did God use the United States and her allies to punish Germany and Japan? Will God punish the United States? [GC 441, 442; 5T 451, 452; 7BC 977; 2SM 3737.)
(9)	True (Ed 178)
(Note: Each student should determine what God’s plans are for him or her. The next two lessons in this unit should be helpful in this respect.)
4.	Quotable Quote.
"The work which the church has failed to do in a time of peace and prosperity she will have to do in a terrible crisis under most discouraging, forbidding circumstances. The warnings that worldly conformity has silenced or withheld must be given under the fiercest opposition from enemies of the faith. And at that time the super-ficial, conservative class, whose influence has steadily retarded the progress of the work, will renounce the faith and take their stand with its avowed enemies, toward whom their sympathies have long been tending. . . . This day is just before us. The members of the church will individually be tested and proved. They will be placed in circumstances where they will be forced to bear witness for the truth. Many will be called to speak before councils and in courts of justice, perhaps separately and alone. The experience which would have helped them in this emergency they have neglected to obtain, and their souls are burdened with remorse for wasted opportunities and neglected privileges” (5T 463).
Fredrick E. J, Harder, The Church of Yesterday
(Berrien Springs, Mich.: Andrews University Press, 1964), page 68. Used by permission.
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Structural chart of Exodus
The People Work	God Works	The People
for	for	God Instructs the People	Work
Pharaoh	The People	for God
Moral Civil	Directions for	Golden Construction
Oppression	Judgment	Deliverance
Law	Laws	Tabernacle	Calf	of Tabernacle
1	6:27	6:28	12:36	12:37	18	19 20	21	24:8	24:9	31	32	34	35	40
Slavery	Covenant	Communion
(Sin 4־ Suffering)	(Grace + Law)	(Worship + Work)
Physical Redemption	Spiritual Redemption
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2.
Royalty or Loyalty?
LESSON PURPOSE
To help students to discover the need for unselfish values to guide in decision making.
PERFORMANCE OBJECTIVES General:
Knows the values which influenced Moses to follow God.
Understands the processes for establishing values.
Specific:
OUTLINE
Lead-in: The Egypt of Moses.
Bible Writers: Moses turns down the throne.
Modern Messenger: The values which guided Moses in making his important decisions.
Mean to You: The processes of valuing.
ASSIGNMENT (for 1st day)
Read the Lead-in and do numbers 1 through 5.
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Do numbers 6 and 7.
1.	Review the political situation in Egypt based on the hypothesis that Moses lived during the eighteenth dynasty. Correlate the rulers with the Biblical story.
You may wish to chart these on a chalkboard or overhead transparency. See 1BC 144148־ and S. H. Horn, The Spade Confirms the Book, pages 83 through 99.
(Note:	If Moses lived during the eighteenth dynasty
of Egypt, Bible characters can be correlated with the Egyptian rulers as follows:
Ahmose I ־ the Egyptians who liberated Egypt from the Hyksos who were the rulers of Joseph’s time; made Israelites slaves.
Amenhotep I ־ son of Ahmose I.
Thutmose I ־ brother-in-law of Amenhotep I, father of Hatshepsut; afflicted Israelites with slavery (Ex. 1:8-14).
Thutmose II - illegitimate son of Thutmose I, husband of Hatshepsut.
Hatshepsut - daughter of Thutmose I; princess who rescued Moses from the river.
Thutmose III - illegitimate son of Thutmose II; tried to kill Moses who fled to Midian.
Amenhotep II - son of Thutmose III; Pharaoh reigning when plagues were sent on Egypt.
Thutmose IV - younger son of Amenhotep II; eldest son of Amenhotep II killed in the tenth plague.)
2.	If you wish to discuss the times of Moses, project pictures with an opaque projector from Everyday Life in Bible Times, National Geographic Society. Also, see the article in the October, 1941, National Geographic magazine entitled ”Daily Life in Ancient Egypt.” Also, see the references listed
in the Optional Project after number 1 on page 14 in M^ Kind of People.
You may wish to show slides or a movie of archaeological ruins—tombs, temples, and artifacts—from this period.
3.	Review the assignment which was to be ready by today.
Refer to SUGGESTED ANSWERS and notes under the answers. 1
1.	Discuss answers to numbers 6 and 7 which were assigned for today.
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
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2.	Do number 8 individually in class. See note under SUGGESTED ANSWERS.
(Note: The hierarchy of values should be built on an ascending scale of love and selflessness. See RESOURCE MATERIALS, number 2.)
Allow about three to five minutes for this exercise.
If some are concerned that they did not complete the exercise, tell them that we will be coming back to it before the class period is over.
3.	Do number 9 together as a class.
(Note: Under number 9 on page 16 in My Kind of People is a three-step, seven-point set of criteria which identifies a value. Dr. Raths says, "A look at this process may make clear how we define a value. Unless something satisfies all seven of the criteria noted below, we do not call it a value. In other words, for a value to result, all of the following seven requirements must apply. Collectively, they describe the process of valuing."*
*Louis E. Raths, Merrill Harmin, and Sidney B. Simon, Values and Teaching (Columbus, Ohio: Charles E. Merrill Publishing Co., 1966), page 28. Used by permission of Louis E. Raths.
A more detailed discussion of these criteria is given in Values and Teaching. You will find it profitable to read the book. It is a worthwhile addition to a teacher’s personal library.
While some may say that their definition of a value need not meet all of the criteria specified by Dr. Raths, most would agree that if the criteria were met, a value could be identified.
4.	Do number 10 individually in class. Allow only three to five minutes for this exercise.
5.	As a class share answers to numbers 7, 8, and 10.
Clarify the definition and criteria identifying a value.
Stress the significance of one’s values in decision making.
6.	If time permits, do number 11 individually. 1
1. Moses, as the crown prince, was in a good position to cause a military revolt; he was a competant military leader; he may have felt that since Thutmose III was being backed by priests to take the throne, something should be done to rescue Israel while Hatshepsut1s influence was still strong.
SUGGESTED
ANSWERS
(Bible
Backgrounds)
20
(NOTE: While Pharaoh’s daughter wanted Moses on the throne /TP 2457, obviously, it was not her plan that Moses free Israel.)
(Bible Writers)	2. Moses's brethren, the Israelites, disappointed him most.
They did not believe that God wanted him to deliver them.
(NOTE: PP 245 says, "The elders of Israel were taught by angels that the time for their deliverance was near, and that Moses was the man whom God would employ to accomplish this work." Evidently the Hebrews did not believe the elders, or they were so scattered over Egypt fEx. 1:127 that they didn’t understand what God had in mind.)
(NOTE: What approach should Moses have taken in regard to freeing the Hebrews? Should he have found the wisest elders of Israel who were faithful to God and meet with them in seasons of prayer until God revealed what He wanted done? Since the elders of Israel and Moses were being taught by angels, should Moses have learned from them some of the things that he later learned in Midian? Would it have been really necessary for him to go to Midian?
Or if Moses had prayed and depended on God more, would God have communicated to him as He did to Abraham to leave his native country voluntarily and go to Midian tempor-arily to get his training? Surely God did not desire that Moses leave in the manner in which he did.)
*3. Answers will vary. Perhaps some may mention the follow-ing ideas: Moses loved his foster mother, but he loved God more. Moses evidently honored his foster mother as far as he could without yielding his faith.
(NOTE: Matt. 10:34-39 says that "he who loves father or mother more than me is not worthy of me." Moses’s priorities put God first. 1 John 4:19 says that "we love, because He first loved us." Moses’s love for God no doubt increased his love for his foster mother [and his love for his foster mother increased his love for God7. He prob-ably considered her eternal welfare more important than her political success. By rejecting the throne, Moses set a better example for her to love God than by accepting it.)
(NOTE: See RESOURCE MATERIALS number 1.)
4m The chief basis for Moses's decision was faith in God and confidence that God's way would ultimately succeed.
(NOTE: Moses may have reasoned that God was placing him on the throne as He had placed Joseph next to Pharaoh, so that he could help the Hebrews. But it would be very difficult for Moses to become Pharaoh and then leave
21
Egypt. His faith in God caused him to reject the throne. The unseen world was real to Moses.
He chose not ”to enjoy the fleeting pleasures of sin” nor "the treasures of Egypt" [Eeb. 11:25, 267. No human being except Christ in the wilderness /Matt. 4:8-107 was ever confronted with stronger temptations to rule than was Moses. Yet every person is faced with a similar decision in some form. See 1 Tim. 6:10; 1 John 2:15-17; Rev. 3:17, 18.)
5.	Memory Gem: Heb. 11:24-26.
*6. Answers will vary. Some suggestions follow:
a.	Allegiance to God: Moses believed in and depended upon the true God (PP 243:4 to 244:0).
b.	Studiousness: Moses valued diligent study (PP 245:3)
c.	Courage: Moses used his talent of leadership to the best of his ability to serve his foster country
(PP 245:1; PP 246:0).
d.	Open-mindedness: Moses studied heathenism yet chose Jehovah as God over Egyptian idols (PP 245:3).
Reasonableness: Moses tried to persuade idolaters of the unreasonableness of their superstitions (PP 245:3) .
(NOTE: Doubtless he showed them the reasonableness of his own choice.)
e.	Eternal life: Moses looked beyond the luxurious palace to heaven (PP 246:1).
f.	Fairness: Moses believed in defending the oppressed from the oppressor (PP 246:2 to 247:0). *
*7. Answers will vary,
(NOTE:	Some areas which may suggest values are: goals
or purposes, aspirations, attitudes, feelings, interests, beliefs and convictions; activities; worries, problems, and obstacles, A different type of list could include: aesthetic qualities; physical capabilities; mental abili-ties; spiritual attitudes; social graces.)
*8. Answers will vary,
(NOTE: Values which are most valuable—the most satisfy-ing—are related to God, to love, to altruism, to service and to unselfishness,)
(Modern
Messenger)
(Mean to You)
22
Optional	* A diagram or picture could include a set of balances·
Projects	Some factors which could be considered are:
Benefits from staying in royal family
—successor on the throne (245:1), monarch’s throne (246:1), monarch’s crown (246:1)
—learned in all the wisdom of the Egyptians (245:1)
—mighty in words and deeds (245:1)
—military leader (245:1) general of armies (246:0)
—pleasures of sin (245:4) sin (246:1)
—treasures in Egypt (246:0)
—wealth (246:0)
—greatness (246:0)
—fame (246:0)
—magnifleant palace (246:1) gorgeous palace (246:1)
Benefits from casting his lot with Israel
—remarkable character (245:1)
—affliction (245:4)
—reproach of Christ (245:4)
—intellectual greatness (246:0)
—historian (246:0)
—poet (246:0)
—legislator (246:0)
—final reward (246:1)
—kingdom untainted by sin (246:1)
—imperishable crown (246:1)
* Moses’ advantages compared with yours
We now have rapid means of transportation—autos, planes, trains, and busses; many improved ways for communication— T.V., radio, telephone; many books being printed, includ-ing the Bible and the writings of Ellen White; convenient and comfortable places to live in which food, clothing, and shelter can be provided with little effort.
We know about Christ’s life, death, and ministry in heaven; we have Bible prophecies outlining the future; we have schools in which to train; we have good medical care.
9.	(1) Chose freely: Moses freely chose to follow God; he
had strong pressures to turn him away from God (PP 245:3) .
(2)	Chose from alternatives: Moses could have chosen more easily to be an idolater (PP 245:1).
(3)	Chose after considering consequences: The final end which would result from choosing God or idols, Israel or Egypt was a strong factor in his choice (PP 244:1; 246:1).
(4)	Prized by being happy with choice: Moses understood
23
that real "pleasure" comes not from fleshly desires, ease, or dissipation (PP 245:4 to 246:0).
(5)	Prized by publicly affirming choice: Moses declared his values openly (PP 245:3).
(6)	Acted upon his choice by doing something about it:
He attempted to defend the oppressed (PP 246:2 to 247:0).
(7)	Acted upon choices repeatedly: Moses's values guided him well for 120 years.
(NOTE: He ”endured as seeing him who is invisible" ^eb. 11:277. He did not let go of the value.
*10. Answers will vary.
11· While answers will vary on how good values can best guide one's life, the following elements ought to be included: choose to yield the will of God; choose to let God work through us; realize that our will is allied to an omnipotent God.
(NOTE: The implication of number 11 is that values submitted to the process outlined in MH 176 must be good values. Any value which cannot be submitted to God's will should be discarded.
According to Dr. Rath's definition, not all values are necessarily good. While some will choose the value of honesty, some will choose dishonesty. While it may be difficult for some to realize how true happiness [see number 4 of Dr. Rath's processj can result from dishonesty, there are certain "pleasures" to sin [Heb. 11:25 .] For a quality to become a value it must be chosen from alter-natives and both alternatives must have certain benefits.)
Pro and con factors that can be considered in the various options open to Dave:
a.	Dave should accept the leadership of both the boys' club and the visitation project.
con (1) his grades may drop
con (2) his parents may be disappointed in him—especially if he failed subjects
con (3) he may be depriving someone else of one of the jobs which they may be able to fill
con (4) both jobs may require many hours of time to do well he couldn't do his best in either—both would suffer
Optional
Project
24
(5)	his health may be hurt by accepting
(6)	if he could do well in both jobs he would receive leadership training that may be more valuable than the information he would learn in his classes
(7)	if he did not accept the jobs—the club and the project may fail
Dave should accept boys* club presidency.
(1)	the club president1s primary function had been plan-ning social affairs—there were more important matters at stake such as visitation
(2)	if Dave did not accept, the banquet and Open House may not be the greatest success but neither would they be total failures
(3)	Dave could give suggestions even if he wasn’t president
(4)	grades are more important than the presidency in the long run; Dave should try for the honor roll
(5)	Dave may not be elected to the student’s associa-tion presidency even if he was boys’ club president
(6)	the presidency would give Dave experience in leadership and increase his chance for obtaining the larger responsibilities of student’s associa-tion president
(7)	Dave may be able to change the image of the club president by doing more for the boys spiritually
(8)	Dave’s parents would be proud of him, if he were elected
(9)	It would be an honor to be boys’ club president and it would be a greater honor to be student’s association president
(10)	Dave may be elected to both the student’s associa-tion presidency and the boys’ club presidency. 11
(11)	Dave might be able to influence more to work in the visitation project if he were boys’ club president—the club might sponsor the project
Dave should accept the visitation project leadership
(1)	he was inexperienced in visitation and may fail
(2)	the project may get too big and his grades would be hurt
con
pro
pro
b.
con
con
con
con
con
pro
pro
pro
pro
pro
pro
c.
con
con
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(3)	the project seemed to be doing all right without him, it may continue successfully
(4)	it was the responsibility of local church members to do this type of work, not busy students
(5)	Dave could cooperate with the Spirit of God who was evidently able to work now more than ever before—the opportunity may not come again
(6)	David could get help from the pastor and others to learn how to do the work
(7)	if he didnft help, the project may fail
Dave’s loyalties lie with his parents not his friends
(1)	he is getting older now and must learn some things on his own without his parents
(2)	Dave must live with his friends on campus, he rarely sees his parents
(3)	Dave has a first loyalty to his dean who is his parent away from home
(4)	Dave has a first loyalty to his church which represents God.
(5)	Dave’s parents are paying his bills, he is legally and morally obligated to seek their counsel and to follow their advice if it does not conflict with his conscience
(6)	Dave’s parents know him better than anyone else and they are qualified to counsel him best
(7)	Dave will be obligated to his parents after his teachers and friends are gone
(8)	Dave owes his parents a debt for their past care
The needs of the academy should take precedence over
the needs of the community
(1)	academy youth are too protected, they need to join someone who is out winning souls
(2) time is short—it is more important to win souls than to waste excess time and money in a social whirl
(3)	the academy’s first work should be to train soul winners
(4)	the youth in the boys’ club need help as well as the community
con
con
pro
pro
pro
d.
con
con
con
con
pro
pro
pro
pro
e.
con
con
con
pro
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pro (5) if the academy has poor social activities some students may leave school
pro (6) social life is important to a well-balanced character
f.	Dave should turn down all the offers and try to make the honor roll
con (1) Dave seems to be working to near capacity now— he may be frustrated by trying to make the honor roll
con (2) Dave would have a better balanced program if he participated in some form of extra-curricular activities
con (3) Dave may bury his leadership talents
while trying to develop a scholarship talent which it appears he does not have
con (4) Dave may let being on the honor roll go to his head
pro (5) Dave may not have been doing his best in the past, it may be time for him to really exert himself scholastically
pro (6) Dave may get too proud if he is leading out in activities—the honor may go to his head
pro (7) Dave owes it to his parents to make the honor roll
RESOURCE	1. ״A fine child״
MATERIALS
Moses was a ״,fine child" (Ex. 2:2, NEB); He was "beautiful before God" (Acts 7:20). These texts indicate why both Moses’s mother and Pharaoh’s daughter wanted to save the life of baby Moses.
Jochebed, no doubt, would have loved and protected Moses if he had been sickly and weak, but his appearance and manner made him especially desirable. Evidently Moses was very healthy at birth, for at 120 years "his eye was not dim, nor his natural force abated" (Deut. 34:7).
He probably showed a keen mind by his quick responses as a baby.
Pharaoh’s daughter was touched with pity when this beautiful baby began to cry (PP 243) . No doubt she saw great promise in him or she would not have adopted him.
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2· Decision making
(a)	Students should make choices by carefully weighing factors for and against various options·
"Our only safety will be found in constantly seeking wisdom from God, in carefully weighing every matter with much fear and trembling, lest there should be brought into the work not the light of heaven, but the weakness of man· But the Lord has promised to give light to those who seek Him with the whole heart. If we will but wait patiently and prayerfully upon God, and not follow our own impetuous plans, He will guide our decisions, and open many doors of hope and labor"
(TM 211).
"It is God’s purpose that the kingly power of sancti-fied reason, controlled by divine grace, shall bear sway in the lives of human beings" (MYP 134).
(Note: Often better decision can be made if a person writes down the pros and cons for a certain course of action. By doing this God can help us more easily to use sanctified reason in weighing evidences.)
(b)	Students should establish a hierarchy of values to guide in decision making.
"There are many who are servants of Christ in name, but who are not so in deed. Where religious principle governs, the danger of committing great errors is small; for selfishness, which always blinds and de-ceives, is subordinate. The sincere desire to do others good 80 predominates that self is forgotten.
To have firm religious principles is an inestimable treasure. It is the purest, highest, and most eleva-ted influence mortals can possess. Such have an anchor. Every act is well considered, lest its effects be injurious to another, and lead away from Christ" (2T 129).
3.
Lifework and God's Purposes
LESSON PURPOSE
To teach Christian principles which aid vocational choice.
PERFORMANCE OBJECTIVES General:
Understands how Moses was trained for his lifework. Applies Christian principles to vocational choice. Specific:
OUTLINE
Lead-in:	God’s work is accomplished by committed workers.
Bible Writers: God’s call.
Modem Messenger: Moses trains for his lifework. * 1
Mean to You: Christian principles of vocational choice.
ASSIGNMENT (for 1st day)
1.	Read the Lead-in and do numbers 1 and 2. (Note: Explain how to make a summary chart based on the model in the teacher’s manual under SUGGESTED ANSWERS. The main elements in a summary chart are the title of the chapter and the summary sentences of each paragraph in the chapter.
29
Point out to the students that the Revised Standard Version groups Bible verses into paragraphs. The texts on the outlines in the student’s lesson are based on the verses in each paragraph. The best procedure to follow in constructing a summary chart is first to read the chapter through. Then write summary sentences for each paragraph. Finally give a title to the chapter.)
1.	Do numbers 4 through 7.
1.	Do numbers 11 and 12.
2.	Encourage as many as you can to be prepared to role-play one of the situations in number 10. Outside of class ask two students to be prepared to role-play one of the situations. This will encourage others to participate.
(for 2nd day) (for 3rd day)
1.	Divide the class into small groups of two or three. Divide the six texts under number 3, a. to f., into pairs. Let each group locate two texts and define God’s call based on each text. Share findings and let students write answers in their books.
2. Discuss the difference between the two calls of God. (Note: The call to be a Christian is a call to a voca-tion. The call to a lifework is a call to an occupa-tion. See RESOURCE MATERIALS number 1.)
3.	You may wish to ask some students to read orally the references listed in the Optional Project after number
3.	As a class, find similarities and differences. Con-sider whether these calls were to vocations or occupa-tions or both.
4.	Do numbers 8 and 9 in class together as time permits.
(Note:	See SUGGESTED ANSWERS for numbers 8 and 9 and
RESOURCE MATERIALS number 2.)
5.	You may wish to collect answers to numbers 1 through 4 for checking. It is important that students learn the skill of making summary charts, since this Bible study method will be used throughout this course.
PRESENTATION (for 1st day)
(for 2nd day)	1. If you did not complete numbers 8 and 9 as a class,
continue on.
2.	Discuss answers to 4b. Notice SUGGESTED ANSWERS for number 4 and RESOURCE MATERIALS numbers 3, 4, and 5. Provide an opportunity for students to see the quotes from Ellen White and Charles E. Skinner on early
childhood training. Either make duplicated copies or project the quotes on a screen from a transparency.
Share answers to numbers 6 and 7.
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3.
4.	Discuss Optional Discussion quotations after number 7. (Note: Conclude why humility is such a vital quality of true greatness. See RESOURCE MATERIALS number 6.)
1.	Ask students to write one of the memory gems mentioned in number 11.
2.	Role-play the two situations in number 10. Let the two students whom you especially requested to participate role-play first. Encourage others to take part by asking for a volunteer to take the place of either one of the participants and continue the conversation.
To get the other situation started, if no one volunteers right away, the teacher can take one of the roles. (Note: Some concepts which can be covered in the role-playing situations can be found in SUGGESTED ANSWERS for number 10.)
3.	Encourage students to explore various areas which will help them in selecting an occupation. Distribute duplicated copies of the career checklist entitled "How can I be sure of my choice of an occupation?" Discuss the checklist. (Note: See RESOURCE MATERIALS number 7. Also notice RESOURCE MATERIALS number 8 for a quotable quote.)
Alternate Presentation: Ask the school vocational guidance director to talk to the class about facilities which are available for helping students to select an occupation.
1.	—Moses decided to free the Israelites by force; then he
fled for his life.
—Moses decided to become a shepherd and marry a Midianite girl; then he decided to go back to Egypt and free Israel.
—Moses changed from a military leader to a poet, author, and statesman.
—Moses was impressed by the splendor of idolatrous wor-ship and the grandeur of Egyptian architecture; then he became impressed with the majesty of God and the grandeur of His mountains.
—Moses said he did not want to go back to Egypt because he could no longer speak the Egyptian language, but he went anyway.
(for 3rd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
31
(Bible Writers)	2. Summary Chart of Exodus 3 and 4
2-EBT-II
Exodus 3	Exodus 4
GOD CALLS MOSES	MOSES ACCEPTS GOD'S CALL
1-6	1-9
God appeared to Moses in an	Moses made excuses saying the
ever-burning bush and iden-	Israelites wouldn't believe
tified Himself as the God of him. God turned his staff in-Abraham, Isaac, and Jacob·	to a snake and made his hand
______________________________ leprous then well again. If
Israel won't believe these 7-12	signs, make the Nile blood,
God said.
God told Moses to deliver _____________________________________
Israel and promised to be
with him· Moses objected,	10-17
so God gave him a sign that
He would be with Moses—He	Moses complained of a language
would bring Israel to Mount	handicap. God rebuked him and
Sinai ·	said Aarom would help him.
13-22	18-20
Moses asked God who he	Moses asked leave of Jethro,
should say to Israel had	took his wife and two sons,
sent him. God told Moses	and left Midian.
to tell Israel "I AM sent ____________________________________
me." God promised to do
miracles by Moses and	21-23
assured him that the
Israelites would despoil	God told Moses to do miracles
the Egyptians.	before Pharaoh but warned him
that Pharaoh's heart would be hardened.
24-26
God sought to kill Moses, but Zipporah circumsized her son and averted the death of her husband.
27-31
God sent Aaron to meet Moses and together they reported to the elders of Israel who believed their words.
32
3. Matt. 22:1-14 - God calls us to be Christians even though we don't deserve to be called. He provides a robe of righteousness which makes uf fit for heaven.
2 Peter 1:3-11 - everyone is called (or invited) to be a follower of God, but only those who respond are elected as candidates for eternal life.
Phil. 3:12-16 - our first calling does not guarantee that we will receive eternal life. We must be continually responsive to the upward call.
Rom. 1:1, 7 - Paul was called to be a full-time missionary to the Gentiles.
1 Cor. 1:1, 2 - God called Paul to work as a gospel worker. Paul had no idea of doing what he did for his lifework until God called him.
Eph. 4:1-16 - all people are called to be followers of God and all have been given gifts or talents which they should use in building up the church.
(NOTE: The first three texts refer to the call to be a Christian, while the last three refer to the call to work for God.
The word "kalecT* obviously refers to both types of call-ing. In 1 Cor· 1:1, 2 both renderings are used closely together.
The important thing to remember is that when God calls us, if we respond, great blessings will result.
If we do not respond, we will lose the joy that God provides. Though we may not know how, we can fulfill Godfs expectations—He has promised to give us power to do what He asks us to do.)
4.	a. (1) Hebrew home period: Birth until twelve years
old—educated by his mother in the home.
(2)	Pharaoh's court period: Twelve years old until forty years old—educated by Pharaoh in the royal court.
(3)	Midian mountains period: Forty years old until eighty years old—educated by God through nature and revelation.
Answers may vary between the first period and the third as most important. The following are good reasons for either:
The first period: impressions made in childhood last ׳forever.
b.
(Modern
Messenger)
33
The third period: unless false attitudes and infor-mation and motives are unlearned, they will warp the thinking.
The second period: the least important was a period of obtaining knowledge in secular affairs.
(NOTE: For explanations of these three positions see RESOURCE MATERIALS numbers 3, 4, and 5.)
5. a. "Moses waited in reverent awe" (PP 252).
b.	"Amazed and terrified at the command, Moses drew back . . ." (PP 252).
c.	"Moses saw before him difficulties that seemed insur-mountable" (PP 253).
"But the servant of God was still overwhelmed by .the thought of the strange and wonderful work before him" (PP 254) .
"These excuses at first proceeded from humility and diffidence; but after the Lord had promised to remove all difficulties . . . [Moses] showed distrust of God” (PP 254) .
d.	"The divine command given to Moses found him self-distrustful, slow of speech, and timid" (PP 255).
Factors which helped to develop qualities
6. Quality:
"solitude of mountains" (PP 247:3)
"faith"
"in the school of self-denial and hard-ship" (PP 247:3)
"patience"
"care-taking, self-forgetfulness, and tender solicitude for his flock [of sheep]" (PP 248:0)
"compassionate, 1ongsuffering”
"unlearn . . .	"time, change of surroundings, commun-
influences . . . ion with God" (PP 248:1) in Egypt"
"wisdom from God" "prayer and effort" (PP 248:2)
"severest mental and moral discipline" (PP 248:2)
"usefulness"
"grandeur of everlasting hills" (PP 251:0) .
"patient, rever-ent, humble"
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7.	Moses compared to Christ:
־— both were called to a great work at birth
־— both were hunted as babies to be killed
—	both were in Egypt as babies
—	both had God-fearing parents
—	both had outstanding physical, mental, and emotional qualities (Luke 2:52).
— both came to deliver Israel—Moses from Egypt, Jesus from sin (PP 264, 265)
—	both were humble (Num. 12:3; Matt. 11:29, KJV)
—	both performed miracles
—	both turned down earthly thrones (Matt. 4:8, 9)
—	both stood between God and people
—	both went into the wilderness before beginning their great work
■— both were raised from the dead
־־— both went to heaven
(NOTE: Moses prefigured Christ’s experience in many respects. See PP 264, 265. Paul draws parallels between Moses and Christ in the book of Hebrews. Yahweh who directed Moses was Christ. Yahweh hoped to prepare the way for His work on earth by revealing His ways through Moses. Moses encouraged Christ on the Mount of Transfiguration before Calvary as Christ encouraged Moses on Mount Sinai /,Acts 7:38] before going to Canaan.)
Optional	* Moses witnessed to Christ that he had been resurrected
Discussion	on the basis of Christ’s coming victory over sin and
death. This would have encouraged Christ to go ahead with Calvary.
* ”To be clothed with humility does not mean that we are to be dwarfs in intellect, deficient in aspiration, and cowardly in our lives, shunning burdens lest we fail to carry them successfully. Real humility fulfills God’s purposes by depending upon His strength" (COL 363). Christ served all people; Christ provided an opportunity for all people to have self-respect.
"Show humility of mind by modesty of demeanor" (CG 144).
*
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Dressing to attract the eyes of others shows a lack of modesty and humility·
When Moses gave God excuses for not returning to Egypt, the "excuses at first proceeded from humility . · ·	; but
after the Lord had promised to remove all difficulties ;
. . . any further shrinking back . . · showed distrust of God" (PP 254).
"Skepticism and unbelief are not humility. Implicit belief in Christfs word is true humility, true self-surrender" (DA 535).
By realizing our own weakness and then by uniting divine power with human effort.
Moses did his best in the work that lay nearest—in his home, in the palace, and in the mountains of Midian.
Moses committed his ways to God (though not fully) while he was in the palace. In Midian he learned total commit-ment. Moses thought God's providence placed him in the palace so that he could gain power to free the Hebrews.
God was leading him by providing an opportunity for gaining leadership skills. God led Moses as a shepherd in Midian to develop character traits necessary in lead-ing Israel. God then led Moses back to Egypt where He providentially helped Moses to free the Hebrews.
9. a. Occupations where love can be practiced easily are: gospel worker (minister, colporteur); medical worker (doctor, nurse, dentist, technician); teacher (elementary, secondary, college, graduate levels in many disciplines); carpenter; accountant; mechanic; engineer, etc.
b.	Occupations in which it would be difficult to practice love are: liquor manufacturer or distributor; pro-fessional boxer; operator of gambling devices; any work which is not strictly honest; any work which involves breaking the Sabbath; any work which encourages immorality, etc.
c.	Ways in which good occupations can be wrongly practiced are: a carpenter could use inferior materials and
do unsound work; an accountant could manipulate the figures; a teacher could be lazy; a mechanic could work on the Sabbath; a minister could neglect to provide sound doctrine or care for the spiritual needs of others.
10. Role-play
a.	Noel
(Mean to You)	8,
(1)	Noel could now be reading books in a field in
*
*
36
which he has interests and which may develop into an occupation for him.
(2)	Noel could take an interest inventory or aptitude test from the guidance department of his school.
(3)	Noel could talk to people who are employed in fields in which he may be interested.
(4)	It may be that Noel could take certain courses in academy during the next two years which would help to prepare him for an occupation. Certain secondary level courses are required or recommend-ed for college work.
(5)	Doing one's best in the work which lies nearest is good training for any future occupation.
b.	Joni and Glenna
(1)	There are great needs for qualified workers in the denomination (information on needs can be obtained by writing to the General Conference department related to the job under study).
Andrews University and Loma Linda Universities and Union Colleges can supply information on current employment needs in the denomination.
(2)	The times demand that we should do all that we can to help carry the gospel to all the world.
(3)	There are personal rewards and satisfactions which are received from working for the church.
(4)	Denominational workers receive benefits which
in effect raise the base pay. The pay is reason-able. Any difference in wages between that which one could receive by not working for the church and that which is received from working for the church can be considered a gift to the Lord.
(5)	Everyone can't work for the church—most can't— there are not enough jobs. Wherever one works he must select a job suitable to a Seventh-day Adventist Christian's philosophy of life. And his manner of working should witness for Christ.
11m Memory work: One of four selections from the writings of Ellen White.
*12. Answers will vary.
(NOTE: See RESOURCE MATERIALS number 8.)
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RESOURCE	1· Vocation and occupation
MATERIALS
1,When we speak of the lifework or one's vocation most people think of the job by which they earn their living.
But there is much more to a vocation than that. The word ,vocation’ contains a thought that should help shape your thinking about what you do with your whole life. Liter-ally it means what you are called by God to do in life.
It includes not only the way you earn your living, but everything you do. The Oxford English Dictionary explains it this way:
״,Vocation—vocatio, noun of action formed on vocare, to call, summon. 1. The action on the part of God of calling a person to exercise some special function, espe-cially of a spiritual nature, or to fill a certain posi-tion; divine influence or guidance towards a definite (esp. religious) career; the fact of being so called or directed towards a special work in life; natural tendency to, or fitness for, such work.’
״f2. The particular function or station to which a person is called by God; a mode of life or sphere of action re-garded as so determined.’
,,As an illustration of this idea, The Oxford Dictionary quotes a minister who said to his congregation: ’Let us go forth to our various employments, resolved to walk worthy of our Christian vocation.’
״The Oxford Dictionary indicates that vocation also has the meaning of One’s ordinary occupation, business, or profession,’ and it is this meaning that is attached to it in most minds. However, for our purpose we need to recognize the more inclusive sense of the word. The calling of the Christian is to a way of life, not simply to a particular line of work either for the purpose of making a living or making a contribution. In the rest of our discussion we will distinguish between the calling to a complete life of service for God and the regular occupa-tion or profession by calling the former the vocation and the latter the lifework or occupation.
״It makes a difference. There is a good reason for taking the time to make and emphasize the point that the Christian’s occupation is only one part of his vocation. . . . You have only one life—not two or three or more. You cannot sep-arate yourself and have a distinct professional life and a social life and a spiritual life. Your professional activities, social activities, and spiritual activities are your life. Each affects the others and together they make you.
"Your occupation helps determine your associates not only on the job but during other hours as well. You will
RESOURCE
MATERIALS
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have similar interests, comparable income, and approximat-ely the same level of living· Your work will also affect your recreational interests to a considerable extent. If your work is active, you may choose more quiet recreations with less physical exertion· If your work puts you behind a desk for most or all of the day, you will want something active for recreation. Even your personality is affected by your job. The kind of people with whom you associate, the nature of your work itself, help to make you the kind of person you are. You cannot avoid being influenced.
"There is nothing about your life—your whole vocation— that will not be touched and shaped to a greater or less extent by your occupation—that’s why it is so important that you go about selecting that occupation in the right way. But remember that although you may follow your chosen line of work until the Lord comes, the work of your life is bigger than any occupation.
"What it means. It all adds up to this: Regardless of your occupation, you are called by God to full-time service for Him. Have you felt that only the ministers were full-time Christian workers, and that the others were on a part-time basis? Not so! The office worker gives a different kind of Christian service than the minister but it is nonetheless Christian and nonetheless service. Being a Christian calls for personal consecration 365 days a year with an extra day thrown in for leap year. Christian service is on exactly the same basis. ... It must be viewed from many angles to complete the picture.
"In a chapter on ’Help in Daily Living,’ Ellen White makes this comment—not regarding missionary activity, but regarding everyday work: ’We are to look upon every duty, however humble, as sacred because it is a part of God’s service. Our daily prayer should be, "Lord, help me to do my best. Teach me how to do better work. Give me energy and cheerfulness. Help me to bring into my service the loving ministry of the Saviour"’ (MH 474).
"In another place she inquires: *As children of God, are we developing a character that is Christlike? Are we in-dividually working daily at the vocation of being a Christ-ian?’ (Ellen White in RH, Aug. 21, 1894).
"’Because they are not connected with some directly relig-ious work, many feel that their lives are useless, that they are doing nothing for the advancement of God’s king-dom. If they could do some great thing, how gladly they would undertake it! But because they can serve only in little things, they think themselves justified in doing nothing. In this they err. A man may be in the active
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service of God while engaged in the ordinary, everyday duties,—while felling trees, clearing the ground, or following the plow. The mother who trains her children for Christ is as truly working for God as is the minister in the pulpitז (PK 219) .
*T. H. Jemison, Facing Life (Mountain View, Calif.: Pacific Press Publishing Association, 1958), pages 343 to 346.
2.	Methods of divine guidance for Moses and for us.
a.	God communicated to Moses by audibly revealing infor-mation to him. While God does not audibly communicate to us, He does communicate through information already revealed in the Bible and the writings of Ellen White.
b.	God answered the prayers of Moses concerning God’s will for himself and his people.
c.	By circumstances God blocked Moses’ plan to free Israel by force because the plan was based on self not faith, man’s power not God’s power. It may appear that our attempts to do God’s will are blocked when actually God has better plans in mind.
d.	Moses had opportunities in Midian not afforded by Egypt. When we do well the work that is nearest at home, we are doing God’s will and preparing for greater service. This was also true of Joseph while in prison.
e.	Aaron was able to encourage Moses, for God was leading him also. While we must make our own decisions, our friends and relatives are often freest to give counsel which may be profitable to weigh as we decide.
3.	Moses’ home school.
The first period in Moses’ training—the Hebrew home period—has strong support for being the most important period in his life for the following reasons (emphasis is supplied):
”Mothers, be sure that you properly discipline your chil-dren during the first three years of their lives. Do not allow them to form their wishes and desires. . . . The first three years is the time in which to bend the tiny twig. Mothers should understand the importance attaching to this period. It is then that the foundation is laid" (CG 194).
"Many neglect their duty during the first years of their
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childrenיs lives, thinking that when they get older, they will then be very careful to repress wrong and educate them in the right. But the very time for them to do this work is when the children are babes in their arms" (CG 194).
"During the first three years of the life of Samuel
the prophet, his mother carefully taught him to distinguish
between good and evil" (CG 197).
"When Voltaire was five years old, he committed to memory an infidel poem, and the pernicious influence was never effaced from his mind. He became one of Satan’s most successful agents to lead men away from God. Thousands will rise up in the judgement and charge the ruin of their souls upon the infidel Voltaire" (CG 196).
"Too much importance cannot be placed on the early train-ing of children. The lessons that the child learns during the first seven years of life have more to do with form-ing his character than all that it learns in future years" (CG 193).
"From babyhood the character of the child is to be molded and fashioned in accordance with the divine plan" (CG 193).
"Repeated acts in a given course become habits. These may be modified by severe training, in afterlife, but are seldom changed" (CG 199, 200).
"If, in their early childhood, children are not persever-ingly and patiently trained in the right way, they will form wrong habits. These habits will develop in their future life and will corrupt others carry their wrong habits with them (CG 200).
"That first impressions are lasting has long been an axiom of the vernacular. That primary conditioning is persistent is an equally sound premise of the scientific study of behavior. The waste and lost motion in the field of education and child training resulting from incorrect habit formation during the early years are enormous. The entire field of remedial education, for instance, is encumbered with the cases that are testimon-ials to unwise fundamental training."*
/־They;
life"
through
*Charles E. Skinner, ed., Essentials of Education-al Psychology (Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1958), pages 86, 87. Used by permission.
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4· Moses1 palace school.
The period of training in the palace was least important of the three periods even though it had great value in "the training and education of the future leader of his /,God’sJ people11 (PP 245)· In addition to the areas which would be of value to his great life mission, 11Moses had been learning much that he must unlearn" (PP 248).
(Read the more complete context of these two statements·)
5· Moses1 mountain school·
The third period of training was necessary to erase the "deep impressions" of the court. He would have to "struggle as for life to renounce error and accept truth; but God would be his helper when the conflict should be too severe for human strength" (PP 248)· "All who are fitted for usefulness must be trained by severest mental and moral discipline; and God will assist them by uniting divine power with human effort" (PP 248)·
(Note: A more complete description of the third period is given in PP 248, 251, and 255· The qualities that needed learning, unlearning, and relearning are given there·)
If Moses had not been trained properly as a child, it would have been nearly impossible to retrain him after forty·
"Relearning, or reconditioning of the learner, is a lengthy and unsatisfactory process in many cases. Even though we do not know exactly what happens in the nervous system when learning takes place, we do know that learn-ing has a certain psychological inertia, and persistence and replacement by a different but similar process is quite difficult·"*
*Skinner, Ibid., p. 217.
6.	Moses, the greatest church leader.
"Moses stands forth superior in wisdom and integrity to all the soverigns and statesmen of earth" (Ellen White in 1BC 1113)· (He was superior to Solomon in that he did not
make a fool of Himself.)
"Moses was a humble man; God called him the meekest man on earth. He was generous, noble, well-balanced; he was not defective, and his qualities were not merely half developed. He could successfully exhort his fellow-men, because his life itself was a living representation of
what man can become and accomplish with God as his helper, of what he taught to others, of what he desired them to be, and of what God required of him. He spoke from the heart and it reached the heart. He was accomplished in knowledge and yet simple as a child in the manifestation of his deep sympathies. Endowed with a remarkable
instinct, he could judge instantly of the needs of all who surrounded him, and of the things which were in bad condition and required attention, and he did not neglect them" (Ellen White in 1BC 1113).
"Moses was the greatest man who ever stood as leader of the people of God. He was greatly honored by God, not for the experience which he had gained in the Egyptian court, but because he was the meekest of men. God talked with him face to face, as a man talks with a friend. If men desire to be honored by God, let them be humble" (Ellen White in 1BC 1113).
Clues which can help in occupational choice
The purpose of this checklist is to give clues which may indicate areas of your life which you should consider as you decide your future occupation. Write answers to the questions asked, weigh your answers, and then discover whether or not there is any indication of the direction that you shold go in selecting your occupation.
Do I like to work with things, people, or facts and ideas?
Which school studies do I excel in?
Clue No. 1 Clue No. 2
Clue No. 3 - Did any extra-curricular activities in
which I have participated indicate a possi-ble career?
Clue No. 4 - Have my hobbies revealed work preferences?
Clue No. 5 - Has any part-time work in which I have en-gaged shown the type of work which I enjoy?
Clue No. 6 - Have I listed the vocations which appeal to me and compared them against each other to arrive at preferences?
Clue No. 7 - Have I read books and pamphlets in various vocational fields?
Clue No. 8 - Have I seen films on various occupations which have given me any ideas that would aid in an occupational choice?
Clue No. 9 - Has visiting the places where people are working in an occupation been a key in discovering my choice?
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7.
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Have tests of mental ability, achievement, interests, and aptitude been helpful in my decision?
Have I discussed my potential with parents, teachers, and friends who know me well?
Have I evaluated by choice based on the theory of maturing interests? (See section
a.	at the end of this checklist·)
Have I evaluated myself according to the theory of personality types? (See section
b.	at the end of this checklist. A person may have a combination of personality types, though one type may predominate. Compare your personality type and occupational preferences.)
Have I considered the outlook for this occupation—need for workers, income, opportunities for advancement?
Have I prayed about my choice recognizing that God knows where I can best serve?
Have I followed God’s 3-Point Plan in Ed 267—do your best in the work which lies nearest, commit your ways to God, watch for indications of His providence?
Have the books and magazines I like to read been a clue to my interests?
Have I considered general areas of concern to guide me in selecting an occupation: Do I want to go to college? Do I want to work in a trade, in semi-skilled work, or in a profession? Do I want to work outdoors or indoors, sitting or active, routine or varied, in a rural or urban area? Do I want to travel or stay near home? Do I want an environment with non·Christians, with Christians, or with both? Do I want to work for the denomination or not? Do I want to be self-employed or work for an employer?
Have I considered my temperament and my health as factors in my choice?
Have I considered whether or not military service will interfere with my plans?
Do I have the finances necessary for train-ing? Is there any way that these can be obtained?
Clue No. 10
Clue No. 11 Clue No. 12
Clue No. 13
Clue No. 14
Clue No. 15 Clue No. 16
Clue No. 17 Clue No. 18
Clue No. 19 Clue No. 20 Clue No. 21
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Clue No. 22 - Do I have the prerequisite high school courses necessary for a background in the occupation of my choice; if not, how can these be obtained?
Clue No. 23 - Do I have the personal qualities such as
honesty, dependability, enthusiasm, cooper-ativeness, etc., necessary for success?
a· The theory of maturing interests states that interests pass through three stages.
(1)	Fantasy: This phase is based on childhood dreams
and parents’ ambitions for them. Many times parents want a child to succeed where they failed and thus over-pressure the child and set unrealistic goals for the child. This attitude can cause a break-down in physical health or mental security.
(2)	Tentative: This phase includes some success experimenting in a part-time job—beginning to find out where gifts are—getting closer to a general area, through a hobby, school class, etc.
(3)	Realistic: This phase includes adapting one’s talents and abilities to world need—welding them together in great resolve. It is best to have a good motivation, but a person must decide whether highly motivated or not. Factors which guide a decision are: income, prestige, security, per-sonal growth, service, or a combination of these factors.
b.	The theory of personality types.
A THEORY OF VOCATIONAL CHOICE
Personality Types and Vocational Preferences Defining Each Type
"REALISTIC: The model type is physically strong, unsociable, aggressive; has good motor coordination and skill; lacks verbal and interpersonal skills; prefers concrete to abstract problems; conceives of himself as being aggressive and masculine and as having conventional political and economic values. Persons who chose or prefer the following occupations resemble this type: Airplane Mechanic, Construction Inspector, Electrician, Filling Station Attendant,
Fish and Wildlife Specialist, Locomotive Engineer,
Master Plumber, Photoengraver, Power Shovel Operator, Power Station Operator, Radio Operator, Surveyor,
Tree Surgeon, Tool Designer.
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"INTELLECTUAL: The model type is task oriented, intraceptive, asocial; prefers to think through rather than act out problems; needs to understand; enjoys ambiguous work tasks; has unconventional values and attitudes; is anal [sits] as opposed to oral. Vocational preferences include: Aeronautical Design Engineer, Anthropologist, Astronomer, Biologist, Botanist, Chemist, Editor of a Scientific Journal, Geologist, Independent Research Scientist, Meteor-ologist, Physicist, Scientific Research Worker, Writer of Scientific and Technical Articles, Zoologist·
"SOCIAL: The model type is sociable, responsible, humanistic, religious; needs attention; has verbal and interpersonal skills; avoids intellectual prob-lem solving, physical activity, and highly ordered activities; prefers to solve problems through feelings and interpersonal manipulations of others; is orally dependent. Vocational preferences include: Assistant City School Superintendent, Clinical Psychol-ogist, Director of Welfare Agency, Foreign Missionary, High School Teacher, Juvenile Delinquency Expert, Marriage Counselor, Personal Counselor, Physical Edu-cation Teacher, Playground Director, Psychiatric Case Worker, Social Science Teacher, Speech Therapist, Vocational Counselor.
"CONVENTIONAL:	The model type prefers structured verbal
and numeral activities and subordinate roles; is con-forming (extraceptive); avoids ambiguous situations and problems involving interpersonal relationships and physical skills; is effective at well-structured tasks; identifies with power; values material posses-sions and status. Vocational preferences include:
Bank Examiner, Bank Teller, Bookkeeper, Budget Review-er, Cost Estimator, Court Stenographer, Financial Analyst, IBM Equipment Operator, Inventory Controller, Pay Roll Clerk, Quality Control Expert, Statistican,
Tax Expert, Traffic Manager.
"ENTERPRISING: The model type has verbal skills for selling, dominating, leading; conceives of himself as a strong, masculine leader; avoids well-defined language or work situations requiring long periods of intellectual effort; is extraceptive; differs from the Conventional type in that he prefers ambiguous social tasks and has a greater concern with power, status, and leadership; is orally aggressive. Vocational preferences include: Business Executive, Buyer,
Hotel Manager, Industrial Relations Consultant, Manufacturerfs Representative, Master of Ceremonies, Political Campaign Manager, Real Estate Salesman, Restaurant Worker, Speculator, Sports Promoter, Stock and Bond Salesman, Television Producer, Traveling Salesman.
"ARTISTIC: The model type is asocial; avoids problems which are highly structured or require gross physical skills; resembles the Intellectual type in being intraceptive and asocial; but differs from that type in that he has a need for individualistic expression, has less ego strength, is more feminine, and suffers more frequently from emotional disturbances; prefers dealing with environmental problems through self־־־ expression in artistic media. Vocational preferences include: Art Dealer, Author, Cartoonist, Commercial Artist, Composer, Concert Singer, Dramatic Coach,
Free Lance Writer, Musical Arranger, Musician, Play-wright, Poet, Stage Director, Symphony Conductor."*
*John L. Holland, "A Theory of Vocational Choice," Vocational Guidance Quarterly, Summer, 1963, pages 232, 233. Reprinted by permission of John L. Holland and National Vocational Guidance Association. Copyright 1963.
This personality theory is based on the hypothesis that many people make satisfying occupational decisions without specialized help. It is assumed that such choices are accomplished largely by perceiving valid occupational stereotypes. They have an image of what the person is like in a certain occupation and assume that their personality fits that stereotype.
For further information on this theory see John L. Holland, Making Vocational Choices; A Theory of Careers (Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1973). This book is available in paperback and written in non-technical terms.
Quotable quotes.
I
"The question that most concerns us is not, How much have I received? but, what am I doing with that which I have? ... He places every human agent under obligation to do his best" (COL 329, 330).
(Note: The entire chapter in Christ's Object Lessons on talents contains excellent principles to guide in occupational choice.)
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4.
Plagued by God's Love
LESSON PURPOSE
To discover how the plagues on Egypt were acts of love.
PERFORMANCE OBJECTIVES General;
Describes God’s character. Interprets problem texts.
Explains spiritual laws. Specific:
OUTLINE
Lead-in: God shows through the plagues that He is worthy of worship. Bible Writers: Pharaoh hardens his heart; God does not force him. Modem Messenger: Love—the basis of all God’s acts.
Mean to You: Unvarying spiritual laws.
ASSIGNMENT (for 1st day)
Read the Lead-in and do numbers 1 through 3.
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Do numbers 9 through 13. (Note: Suggest that students read only PP 257 through 272 for number 9. If they wish to read PP 331 to 334 after completing numbers 9 through 13, how-ever, they should feel free to do so and would profit from this reading. If you grade on a point system, you may wish to give extra points to those who read PP 331 to 334.)
1.	Summarize briefly the main concepts of the Lead-in and numbers 1 and 2.
2.	Ask students to read the Biblical passages in numbers 4, 5, and 6 while the class, as a group decides on answers to the questions.
3.	Read orally the statement following the space in numbers 6 b. in My Kind of People and discuss it.
4.	Summarize for the students the concepts in RESOURCE MATERIALS number 1.
5.	Ask the students to open My Kind of People to pages
32	and 33. Let the students read silently questions a. through f. under number 7. Then read (or ask a student who reads well to read) Exodus 9. Let students look for answers to the questions as the chapter is read. The answers to the questions are in consecutive order from Exodus 9.
6.	Review concepts in answers to numbers 3 through 7. See related SUGGESTED ANSWERS and notes under them.
7.	Ask each student to do number 8 individually.
1.	Discuss answers to numbers 9 through 13. (Note:
Endeavor to further clarify any misconceptions about the character of God. Show how mercy and justice are both essential qualities of God and His government.
It is impossible for one quality to truly exist without the other. Try to apply principles to practical situa-tions.)
2.	Since answers are variable, a good discussion could be prompted through sharing answers. (Note: Refer to notes in SUGGESTED ANSWERS for numbers 9 through 13 and RESOURCE MATERIALS numbers 2, 3, and 4.)
3.	Announce that anyone who wishes may do number 14 for extra credit.
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
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1.	The issue at the time of the plagues on Egypt was between
the gods of Egypt (Satan’s invention) and Yahweh. "On all the gods of Egypt I will execute judgments: I am the Lord" (Ex. 12:12).
2.	God knew that worshipping idols corrupted men to become like animals, while worshipping Him elevated man to become more like God.
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)	3.	1 Tim. 2:4 - God desires "all men to be saved."
2	Peter 3:9 - The Lord doesn't wish that "any should perish, but that all should reach repentance."
Eze. 33:11 - The Lord has no pleasure in "the death of the wicked, but that the wicked turn from his way and live."
Rev. 22:17 - "The Spirit and Bride say . . . let him who desires take the water of life without price."
John 3:16 - "God so loved the world that He gave His only Son, that whoever believes in Him should not perish but have eternal life."
4.	The Father in heaven "makes his sun rise on the evil and on the good, and sends rain on the just and on the unjust" (Matt. 5:45).
(NOTE: Jesus encourages us to be as perfect as the Father in respect to being good even to evil people [Matt. 5:487· This trait is non-variable with God. God is love [1 John 4:167·
Despite the idolatry of the Egyptians, God had blessed the land of Egypt with many benefits from nature. Pharaoh's prosperity was due to the blessings of God, not pagan gods of nature /TP 260:0; 587:4588:07־·)
5· a. False. "He [God] tempts no one" (James 1:13).
b. True. "He [God] will not let you be tempted beyond your strength" (1 Cor. 10:13).
(NOTE: In the beginning Adam blamed his sin on God because God made Eve. Eve blamed God for making the serpent which caused her to sin. While God tests men by trials, He intends for them to become stronger; He does not intend for them to fail.
"God’s purpose is like that of the refiner, who casts his ore into the crucible with the hope that a purer metal will be the result—not with the intention of piling up dross. Satan, however, tempts with the intention of caus-ing defeat and never of strengthening a man’s character · . .
(Bible Writers)
,Suffering is inflicted by Satan, and is over־־ ruled by God for purposes of mercy1 /ΌΑ 4717"
[7BC on James 1:137.)
Pharaoh1s heart hardened
a.	The Lord
"I will harden his heart" (Ex. 4:21).
"I will harden Pharaoh's heart" (Ex. 7:3; 14:4).
"The Lord hardened the heart of Pharaoh" (Ex. 9:12;
14:8) .
"I have hardened his heart" (Ex. 10:1).
"The Lord hardened Pharaoh's heart" (Ex. 10:20, 27; 11:10) .
"I will harden the hearts of the Egyptians" (Ex. 14:17).
b.	Pharaoh
"Pharaoh's heart was hardened" (Ex. 7:13, 8:19).
"Pharaoh's heart is hardened" (Ex. 7:14).
"Pharaoh's heart remained hardened" (Ex. 7:22).
"He hardened his heart" (Ex. 8:15).
"Pharaoh hardened his heart" (Ex. 8:32).
"The heart of Pharaoh was hardened" (Ex. 9:7; 9:35).
"He sinned yet again, and hardened his heart" (Ex. 9: 34).
"Pharaoh stubbornly refused to let us go" (Ex. 13:15).
(NOTE:	God permits certain persons to be rulers and pre-
vents others /Dan. 4:177· If God had not allowed that particular Pharaoh to obtain the throne, Pharaoh’s heart would probably not have been hardened to the degree that it was. Yet Pharaoh had more chance to know God by being on the throne, thus confronted directly by God’s messenger.
God allows the laws of cause and effect to operate. "Do not be deceived; God is not mocked, for whatever a man sows, that he will also reap. For he who sows to his own flesh will from the flesh reap corruption; but he who sows to the Spirit will from the Spirit reap eternal life" [Gal. 6:77.)
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6.
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7.	a. If Pharaoh had let the Israelites go, the plagues would not have come (Ex. 9:2).
(NOTE: God would not have said to Pharaoh "if you refuse" [Ex. 9:2] and then forced his will so that he couldn’t choose whether or not to let Israel go.)
b.	Probably to give Pharaoh more time to decide (Ex. 9:
5).
(NOTE: God has never been one to act impusively. He gave the antediluvions 120 years to repent. He waited 100 years for Abraham’s faith to be purified. Jacob was 77 when he was converted. Moses was 80 when his will was completely submissive to God. Christ has been waiting for us to get ready for His coming.
God had tried to reach Pharaoh with the truth many times.
See PP 259 to 260:0; 263:1; 333:1; 334:2; 587:4 to 588:0.)
c.	God could have killed Pharaoh and the Egyptians (Ex.
9:15) .
(NOTE: They deserved to die. Their existence only pro-moted evil. But like God’s dealings with Cain /TP 325] 9 He felt that the contrast between good and evil could be seen more clearly if they were allowed to live.)
d.	By sparing Pharaoh’s life the truth about God would be known better in all the earth (Ex. 9:16).
(NOTE: See the last two paragraphs of the Lead-in narrative in the students’ lesson. God’s dealings with Pharaoh have been retold around the world through successive generations. This lesson is another retelling. See PP 267:4 to 268:1 for revealing insights).
e.	"You are still exalting yourself against My people"
(Ex. 9:17).
(NOTE: Pharaoh’s attitude toward the Israelites was an indication of his attitude toward God.)
f· Everyone who "feared the word of the Lord among the ser-vants of Pharaoh made his slaves and his cattle flee into the houses" (Ex. 9:20). Some didn’t believe and left the slaves and cattle in the fields (Ex. 9:21).
(NOTE: The same warning came to all, but there were two different responses. The same events which humbled some hardened others.)
9· "I have sinned . . . ; the Lord is in the right, and I and my people are in the wrong" (Ex. 9:27).
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(NOTE:	Sin involves a choice. God tempts no man to
sin. God provides power to overcome sin. God forgives sin. God permits sinners to live when they deserve to die. God destroys confirmed sinners. But God never causes sin.)
h. When the plague was removed, Pharaoh's heart was hardened. Wicked people who repent when judgments are happening often forget when they are gone.
(NOTE:	,1Foxhole conversions" sometimes fade after the
danger is past. Those who fear the results of sin rather than the sin itself are not converted. Judas and Esau were of this type. Judgments may cause us to take a second look—to reevaluate our lives, but too many soon forget.
Those who recognize the love of God repent [Rom. 2:47·
God’s judgments are always sent in love. "Love no less than justice demanded that for this sin judgment should be inflicted. God is the guardian as well as the soverign of his people" /TP 3257· *,It was the mercy of God that thousands should suffer, to prevent the necessity of visiting judgments upon millions. In order to save the many, He must punish the few" /TP 325J.)
God's love will finally cause the wicked to be destroyed because they would be unhappy in heaven [SC 17, 18; GC 5437.)
*8. Answers will vary.
(NOTE:	See the comments after the space in number 6 b.
in the student’s lesson. This lesson attempts to show the kind of person God is, based on texts which describe His character. After observing these texts we can deter-mine better what is meant by the texts which say that God hardened Pharaoh’s heart. God hardened Pharaoh’s heart by sending judgments to which Pharaoh chose to react negatively. God gave Pharaoh ,opportunities to repent, but He foreknew that he would not repent. God foreknew that Pharaoh’s stubbornness would result in promoting righteousness. At no time did God force Pharaoh’s will.
The same sun which melts the wax hardens the clay. The same seed sown on good ground which bears fruit dies on hard ground [Matt. 13:1-237.)
(Modern Messenger)
PP 260:1 - God permitted slavery because of Israel's departure from Him.
PP 260:2 - The Lord did not deliver Israel quickly, for He wanted to strengthen faith and to evoke personal commitment.
*9. Answers will vary. Some choice selections are:
PP 258 - One of God's purposes in delivering Israel from slavery was to restore the worship of the true God.
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PP 263:1 - God warned the Egyptians before each plague to give them opportunities to choose to do right.
PP 263:2; 270:2 - God protected Moses and Aaron before the Egyptians.
PP 264:1; 264:4-265:0 - God performed miracles to impress truth and to prefigure Christ.
PP 266:1, 2; 269:2, 3; 270:2; 272:1 - The manner of giv׳-ing the plagues was designed to teach the Egyptians about God.
PP 267:1; 270:3 - God spared the Israelites from some of the plagues to show mercy.
PP 267:2 ־ God assured the Israelites that He was keeping His promises to Abraham by a symbolic act.
PP 268:0 - God overruled events to place a particular Pharaoh on the throne that God9s name would be glorified.
PP 268:0 - God allowed slavery to teach the Israelites about the debasing effects of idolatry.
PP 268:2 - God sends warnings through men so that they can repent.
PP 270:2 ־ God did not want to give Pharaoh an occasion for stubbornness.
PP 270:3 - God demonstrated that the Israelites were under His protection.
PP 331:1 - God put Satan out of heaven to protect the evil angels from total destruction.
PP 331:4-332:0 - God gave man freedom as a priceless gift.
PP 332:0 ־ God did not allow any man to be tempted beyond his strength.
PP 332:2 - God kept truth alive through Abraham and his descendants.
PP 333:2 - God gave the Egyptians opportunities for repentance.
PP 333:3 - God allowed the Israelites to become slaves to show the results of idolatry.
PP 334:1 - God turned the opposition of Satan into a greater demonstration of His sovereignty.
PP 334:2 - God rescued Israel so that they could dwell in a land which He cx>uld control completely.
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PP 334:3 - God brought Israel to Sinai to teach them righteousness.
(NOTE: Despite superficial readers of the Bible who accuse God of being harsh, exacting, unfair, and quick-tempered,
God has revealed sufficient evidence in the Bible and the writings of Ellen White that He is loving, merciful, fair, and patient in all His actions. He is a God in whom we can trust and on whom we can depend with utmost confidence.)
10.	"There was no exercise of supernatural power to harden the heart of the king" (PP 268).
11.	"God desires from all his creatures the service of love— service that springs from an appreciation of His character. He takes no pleasure in forced obedience; and to all He grants freedom of will, that they may render Him voluntary service" (PP 34).
(Mean to You)	*12. Answers will vary. In the paragraph from which the pre-
ceding quotation is taken, the statement is made that God's government is based on love (PP 34:3). Love requires willing choices. If choices are forced, they are not promp-ted by love, but by fear or duty or some other motivation. God refuses to operate contrary to the spiritual laws of His government.
(NOTE: God can change the corrupt heart, but this does not involve reversing a law. This process is rather a realigning of the individual with the spiritual laws under which he is designed to function.)
*13. Answers will vary. Following are some typical laws:
PP 268:1 - God does not exercise supernatural power to harden a sinner.
PP 268:1 - God gives each sinner striking evidence of divine power.
PP 268:1 - Every rejection of divine power hardens a rebellious heart a little more.
PP 268:1 - Seeds of rebellion once sown will bear a bitter harvest.
PP 268:2 - God uses men to warn sinners.
PP 268:2 - Every person is given sufficient opportunity to correct errors.
PP 268:2 - If one refuses to be corrected, divine power does not interpose to counteract the tendency of one's own actions.
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PP 268:2 - It is more easy to repeat sin.
PP 268:2 - Refusing to be corrected hardens the heart against the influences of the Holy Spirit.
PP 268:2 ־־· Each rejection of light places one where even a stronger influence will be ineffectual to make a permanent impression.
PP 268:3 - Once one yields to temptation it is more easy the second time.
PP 268:3 - Every repetition of sin lessens the power of resistance, blinds the eyes, and stifles conviction.
PP 268:3 - Every seed of indulgence sown will bear fruit.
PP 268:3 - God works no miracle to prevent the harvest of what one sows.
PP 268:3 - He who is indifferent to truth will reap the harvest of what he has sown.
PP 269:0 ־־ Those who reject truth become indifferent when once they were stirred.
PP 269:1 - Those who quiet a guilty conscience do so at their own peril.
PP 269:1 ־ Those who think that they can change an evil course at will do so at their own peril.
PP 269:1 - Those who side with evil thinking that in a mo-ment of danger they will change sides find that it is not easily done.
PP 269:1 - The experience, education, and disciplines of a sinful life so molds character that some cannot receive the image of Jesus.
PP 269:1 - Had no light shone upon a sinner, he could change more easily after a life of sin.
PP 269:1 - Light long rejected and despised will be finally withdrawn.
*14. Answers will vary.
RESOURCE	1. Predestination
MATERIALS
God calls everyone to be saved, but few respond. ”For many are called, but few are chosen” (Matt. 22:14). Few are willing to enter the narrow gate, many enter the wide gate (Matt. 7:13). God only justifies ”him who has faith in Jesus" (Rom. 3:26). Jesus wept over Jerusalem
because so few received peace through justification which He offered (Rom. 4:25; Luke 19:41, 42).
God predestines all men to be saved. "Everyone God has predestined to be ’conformed to the image of His Son.’
Rom. 8:29" (DA 827). God paid too dear a price in the sacrifice of His son; He took too great a risk; His character and reputation are too much at stake before the universe to limit salvation to only a select few of His choice. Such a narrow view fails to grasp the magni-tude of God’s love in the sacrifice of Jesus·
The doctrine of predestination, that is, salvation and damnation being predetermined by God—which was taught by John Calvin—is no longer held by Presbyterian churches. See the SPA Bible Student’s Source Book, Volume 9 of the Commentary Reference Series, on "Predestination."
God foreknows the choices each will make. "And before him no creature is hidden, but all are open and laid bare to the eyes of Him with whom we have to do" (Heb. 4:13). God is omniscient. He knows the past, present, and future. He is able to give predictive prophecies.
Yet God’s foreknowledge does not force human choice.
As Milton has God declare in Paradise Lost, Book III, line 118, "Foreknowledge had no influence on their fault."
What kind of a person is God?
Following are some questions about God with Biblical illustrations or concepts from this lesson which reply to the questions:
Question:	"Why does God want some people saved but He
doesn’t want to help me? Is it because I am too far gone?
Answer: God’s dealings with the Egyptians, especially Pharaoh, is evidence that the preceding statement is false
Question:	"Why does God seem to bless other people, but
not me."
Answer: Matt. 5:44-48 (referred to in number 4 ) shows that this accusation is not true.
Question:	"Why does God try to force me to be a Christ-
ian and join the church?"
Answer: God’s dealings with Pharaoh disprove this charge.
Question:	"Why does God cause terrible calamities
to take place?"
Answer: God pleads and warns before sending judgments.
God does all He can to prevent the judgments. But God
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uses calamities to help a people to sense their need and turn to Him. Satan causes calamities to turn people from God. See RESOURCE MATERIAL number 3.
3.	Who causes troubles?
Satan causes people to be killed so that their work for God is cut short. Sometimes church members drive recklessly and lose their lives. Usually God does not reverse physical laws to prevent their deaths. Sometimes God permits the death of the innocent persons to help others to realize their need for more dedication. Or God may wish for someone to die when his experience is vi-brant and strong, knowing that in the future he would not be able to meet some outstanding trial. God spares sinners such as drunkards to give them more opportunities to repent. Sometimes God allows the laws of cause and effect to operate and their lives are taken to show the results of evil. God may have allowed some Hebrew babies to be killed while He protected Moses.
Satan can manipulate the weather and he delights in destruction. God, as Creator, can control the weather. Often God protects property and prospers those who pay tithe. Sometimes God permits destruction to come so that greater blessings can be given—either spiritually or physically. He has promised not to allow people to be tempted beyond their strength to resist (1 Cor. 10:13).
God may desire that a man become more active in mission-ary work. Maybe his business is taking too much of his time so that he is neglecting church and family responsi-bilities. Maybe God wants to test a man’s faith and allow him to be an example to the church of commitment to God in spite of trials. God allowed suffering to Job, Jesus, Paul, all of the apostles, and many loyal martyrs through the centuries. Sometimes God tests the church to see how they will help others in need. God sent some of the plagues on the Israelites and spared them from some.
God has a place for every person to work for him.
Those who are born in a certain deprived area are better prepared to work for the people in that area than are others. God blesses those in more privi-leged areas to have a part in sharing their means with those in less privileged areas and in training them for greater service.
4.	Quotable quotes
"From first to last, Pharaoh’s opposition to the divine command was not the result of ignorance, but of hatred and defiance" (PP 333).
"The exercise of force is contrary to the principles of God’s government; He desires only the service of love; and love cannot be commanded; it cannot be won by force or authority. Only by love is love awakened" (DA 22).
"God did not ordain that sin should exist, but He forsaw its existence, and made provision to meet the terrible emergency" (DA 22).
"God had a knowledge of the events of the future /,Satan’s fall7, even before the creation of the world. He did not make His purposes to fit circumstances, but He allowed matters to develop and work out. He did not work to bring about a certain condition of things, but He knew that such a condition would exist" (6BC 1082).
"But like the stars in the vast circuit of their appointed path, God’s purposes know no haste and no delay" (DA 32).
"God does not force the will or judgment of any" (GC 541).
"He [God] sometimes tries the confidence of His people by bringing about circumstances which compel them to move forward in faith" (AA 357).
"When those who profess to love Him complain of His providences, despise His promises, and, yielding to temptation, unite with evil angels to defeat the pur-poses of God, the Lord often so overrules circumstances as to bring these persons where, though they may have no real repentance, they will be convinced of their sin and will be constrained to acknowledge the wicked-ness of their course and the justice and goodness of God in His dealings with them" (PP 393).
"Ten thousand unnoticed mercies were silently falling in the pathway of ungrateful, rebellious men. . . . When they stubbornly persisted in impenitence, He removed from them His protecting hand" (PP 587, 588).
"As men have beheld burning mountains pouring forth fire and flames and torrents of melted ore, drying up rivers, overwhelming populous cities, and everywhere spreading desolation, the stoutest heart has been filled with terror and infidels and blasphemers have been constrained to acknowledge the infinite power of God" (PP 109).
"We are taught the fearful and solemn lesson that while God’ mercy bears long with the transgressor, there is a limit
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beyond which men may not go in sin· When that limit is reached, then the offers of mercy are withdrawn, and the ministration of judgment begins" (PP 162, 165).
"All experiences and circumstances are God’s workmen whereby good is brought to us" (MH 489)·
"Man can shape circumstances, but circumstances should not be allowed to shape the man. We should seize upon circumstances as instruments by which to work. We are to master them, but should not permit them to master us" (MH 500) .
5.
Don't Forget the BIood—Ever!
LESSON PURPOSE
To help students to know how to experience greater joy by partici-pating in the Communion service.
PERFORMANCE OBJECTIVES General:
Explains Passover types.
Compares theological views of Lord’s Supper.
Describes the SDA Communion service.
Specific:
OUTLINE
Lead-in:	The Passover service compared to the Communion service.
Bible Writers: The Passover types fulfilled in Christ’s life and death. Modern Messenger: The Adventist view of the Lord’s Supper.
Mean to You: The SDA Church Manual on the Communion service.
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ASSIGNMENT	1. Read the Lead-in and do numbers 1 through 4. (Note: If
(for 1st day)	some had difficulty making the summary charts in Lesson
3,	give some pointers on how to improve this skill as they prepare the charts in Lesson 5. If you wish to use the Alternate Presentation for the first day’s teach-ing, you should check Alternate Presentation under PRESENTATION for 1st day. It will be necessary to make a special assignment.)
(for 2nd day)	1. Do numbers 9 and 10.
2.	Ask a student to give a report to the class on number
11.	Arrange the report so that answers are stated for sections a. through h.
1· Take time to portray vividly the dramatic moment when Israel was spared from the death angel and escaped from Egypt. (Note: Describe this event in your own words or read snatches from PP 279:3, 4 to 280:0; 281:1, 281:
4	to 282:0. Catch the emotional overtones of this his-toric event. See also 9BC 709, 710 on ”Passover—Manner of Observing in Mishnaic Times" and RESOURCE MATERIALS numbers 1 and 2.)
2.	Arbitrarily assign one question from numbers 5 through 8 to each student. Assign number 5 a. to one student,
5	b. to another, etc. Use 5 a., b., c.; 6 a., b., c.,
d.; Optional Discussion (3 parts); 7, and 8. Repeat the series of numbers if the class has more members than there are questions.
3.	Allow about five minutes for finding answers then share answers. Let all of the students write the answers to
all of the questions in their books. (Note: See SUGGESTED ANSWERS and notes for numbers 5 through 8.)
Alternate Presentation: To introduce the lesson on the 1st day, plan ahead for some students to read dramatically Exodus 11 and 12. Read the Living Bible paraphrase or the New English Bible. Play oriental music from India or the Middle East to help set the atmosphere.
Help the students to practice reading. Encourage them to use good inflection and to put feeling into their presen-tation.
"It is essential that students be trained to read in a clear, distinct tone" (CT 246). "Many have not learned to give the right emphasis to the words they read and speak. Often the enunciation is indistinct" (CT 208) .
It would be well for you to read the references listed under "Reading" in the Index to the Writings of Ellen G. White. Here you will find counsel on the importance
PRESENTATION (for 1st day)
of learning how to read properly. The Bible especially should be read well (CT 241, 539).
1.	Share answers to numbers 9 and 10.
2.	Let the student previously selected to report on number 12 make the presentation while the remainder of the class makes notations in spaces a. through h.
3· If time permits, as a class, discuss the questions on page 43 in My Kind of People or do number 12.
2nd day)
1.	Because the Egyptians considered the animals to be sacrificed by the Hebrews as gods or symbols of gods.
2.	A pagan offered sacrifices to his gods in an attempt to change their attitudes and to buy their favor.
The Hebrews offered sacrifices to the Lord as reminders that their God was saving them from sin and uniting them with Him.
3.	Lord9s Supper
4.	SUMMARY CHART OF EXODUS 11
;UGGESTED
ANSWERS
(Bible
:grounds)
EXODUS 11
THE HEBREWS PREPARE TO LEAVE EGYPT
1-3
God said that He would bring one more plague on Egypt, after that Pharaoh would let Israel go. The Hebrews were to ask the Egyptians for their jewelry, which the Egyptians would give.
4-9
Moses relayed a message from the Lord to the Hebrews and to Pharaoh that God was going to slay the first-born of all people and cattle in Egypt, but He would not hurt the Israelites.
10
Pharaoh would not let the Israelites go despite the warning.
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SUMMARY CHARTS OF EXODUS 12, 13
3-EBT-II
EXODUS 12	EXODUS	13
THE PASSOVER IS INSTITUTED________THE HEBREWS LEAVE EGYPT
1-13	1, 2
The month of departure was hence-	The first-horn of man
forth to be the first month of the	and beast were to be
religious year. A lamb was to be	consecrated to the
killed on the 14th day of this	Lord.
month, and its blood sprinkled on
the doorposts. This sign	would	3-10
save the occupants·	The Feast of Unleav-
ened Bread and the
14-20	Passover were to be ob-
The ritual of unleavened bread	served from year to year
was to be observed from the 14th to in Canaan. the 21st day of the 1st month. The
1st and 7th days of that week were	11-16
to be sabbaths.	The first-born were to
be consecrated in Can-21-27	aan.
The Israelites were commanded to
observe the Passover forever.	17-22
Moses did not lead 28	Israel	directly	to
The Hebrews observed the Passover. Canaan but toward the
Red Sea. The bones of 29-32	Joseph	were carried
At midnight the Lord slew all the with the Israelites. A firstborn of Egypt. Pharaoh hur-	pillar of cloud by day
riedly told Moses to get Israel	and a pillar of fire by
out of Egypt.	night led them.
33-36
The Israelites left at the urging of the Egyptians.
37-39
600,000 men of Israel besides women and children plus many Egyptians left·
40-42
The Israelites left on the very day that the 430 years ended.
43-49
Only Israelites and their slaves were to eat the Passover.
50, 51
On that very day the Lord brought Israel out of Egypt.
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5.	a. The slaying of the lamb reminded the people that they
had been exposed to the same doom (the killing of the first-born) as the Egyptians, but a gracious substitute was provided.
(NOTE: See also PP 274.)
b.	The unleavened bread symbolized Israel’s life of affliction in Egypt and their hurried departure.
c.	The bitter herbs were to remind the Israelites of their bitter experience in slavery.
(NOTE: See also PP 278.)
6.	a. ’9Christ, our paschal lamb, has been sacrificed”
(1 Cor. 5:7). ”Christ died for the ungodly” (Rom. 5:7).
(NOTE: See also Rom. 5:9-11.)
b.	”If the sprinkling of .. . the blood of goats . . . sanctifies . . . , how much more shall the blood of Christ . . . purify your conscience” (Heb. 9:13, 14).
c.	”When they came to Jesus . . . , they did not break His legs” (John 19:33).
d.	”Cleanse out the old leaven . . . the leaven of malice and evil” (1 Cor. 5:7, 8). ”He who eats Me will live because of Me” (John 6:57) . ”The words that I have spoken to you are spirit and life" (John 6:63).
Optional
Discussion
indicates that type had met antitype. As He died, the curtain of the temple was torn from top to bottom
*	We must appropriate to ourselves the virtue of the aton-ing sacrifice" (PP 277).
*	"We must by faith be constantly receiving spiritual strength and nourishment from Him through His Word" (PP 277).
*	"They /"Christians J must receive and assimilate the word of God so that it shall become the motive power of life and action" (PP 278).
7.	That was the month when they were born as a people (and later a nation) by separating from the Egyptians. This month was to be a memorial forever (Ex. 12:14).
(NOTE: See the article "Year" in the SPA Bible Dictionary and RESOURCE MATERIALS number 3.)
8.	Jesus was crucified on the day of the Passover. This
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representing the end of the temple services. Christ's death fulfilled the Passover type.
(NOTE: See 9BC 710 on "Passover—Time of Slaying in Christ’s Day.")
*	Answers will vary.
(Note: The SPA Bible Commentary on Dan. 9:24-27 can help interpret this prophecy.)
*	The Corinthians were not to make the Lord’s Supper a time for feasting and forming cliques. The ceremony should remind the participants of Christ’s atoning death for them.
9.	The Adventist view is nearest to John Calvin's. "As faith contemplates our Lord's great sacrifice, the soul assimilates the spiritual life of Christ" (DA '661). "Christ by the Holy Spirit is there [at the Communion service]" (DA 656).
(NOTE: See RESOURCE MATERIALS numbers 4 and 5.)
10.	Answers will vary. The word service is used because both the Passover and Lord's Supper were commanded by our Lord to be observed. Servants will obey—they will serve the Lord. Any regular meeting for worship is a service because the Lord has also commanded His servants not to neglect meeting together as Christ's coming draws nearer (Heb. 10:23-25).
11.	a. At least one week before the service
Whoever chooses to
c.	Every member
d.	Unleavened bread and unfermented wine
e.	Ordained minister or a church elder
f.	Special services are to be held in their homes
g.	A short, pointed sermon should be given; * the ordinance of foot washing observed (brethren and sisters separat ely); the table is. prepared beforehand; a hymn is sung; the coverings are removed; a scripture is read; a prayer is offered for the bread; the bread is broken suitable words are spoken or read or sung; all partake together after being served by the deacons; all bow
in silent prayer. The same general procedure is followed for the wine.
Optional
Project
(Modern
Messenger)
(Mean to You)
66
h.	The deaconesses prepare the bread and wine and arrange the table. They assist women in the ordinance of footwashing. They clean up after the services. Deacons provide basins, towels, and water for the ordinance of footwashing and assist the men. They pass the emblems to the congregation and then return the plates to the elder or minister.
12.	Answers will vary.
(NOTE: Some possible variations are:
—	each participant in the footwashing service to pray for partner
—	communion held at night
—	partake at a long table in the shape of a cross with candlelight
—	deacons go to small groups in the congregation and serve only that group; testimonies can be given)
1.	Israel יs greatest moment
While Jews for centuries have rehearsed in ritual their greatest moment in history—the Passover—Christians also participate in its spirit· The means of salvation is the same for all men in all times—faith in the atoning blood of Christ. Different religious symbols, suited to particular cultural circumstances, have been designed by God to keep alive this truth, but there has been no change in the process of salvation.
The Passover ritual was commemorative of the deliverance from Egypt and typical of deliverance through Christ (PP 277). It was to be practiced until type met antitype (DA 757). Foreseeing the expansion of the gospel into all cultures in widely differing times, Jesus instituted different symbols (DA 652) to remind believers of His death (DA 660, 661).
The entire plan of salvation centers on the cross and the greatest event before the cross, which typifies the cross, was the Passover deliverance from Egypt.
2.	Basic pillars of Bible theology
"We should note several basic pillars of Old Testament theology. The first is that all people are in sinful rebellion against God, the Creator, and therefore are subject to death (based on the first three chapters of Genesis). The second is that God entered into a con-tractual (covenant) relation with Abraham and his
RESOURCE
MATERIALS
67
descendants whereby they were to become an obedient people and enjoy His protection and salvation. The third is the story of Exodus in which God kept His promise by saving the people from Egyptian bondage and returning them to the land which He had promised. The fourth is the theme of the prophets—that the people of Israel broke their part of the covenant by living in disobedience to God. They would, therefore, go into exile to live again under the rule of the heathen (as they had in Egypt) instead of under the rule of God.
"The New Testament presents the Son of God who came to fulfill the covenant in spite of Israel?s failure. It points out that all who accept Christ are heirs to the promise of the covenant. These will be eternally de-livered from the bondage of sin into the land of promise— the new earth to live as God originally intended they should."*
*Frederick E. J. Harder, The Church of Yesterday, Part I (Berrien Springs, Mich.: Andrews University, 1964), p. 22. Used by permission.
3.	It is amazing :
—that God foretold an event 400 years beforehand.
—that the event was fulfilled precisely as God had predicted.
—that it happened at a time of the year in which a great memorial day could be synchronized with the harvests.
—that the timing would synchronize with the national apostasy of the Amorites (Gen. 15:12-16).
— that God foretold an even greater event—Calvary—490 years before it happened (Dan. 9:24-27).
—that God synchronized these two great memorials, the Passover and Calvary, causing one to blend into the other on the exact day (Matt. 26:1, 2; 27:50, 51; Heb. 10:1-10; 1 Cor. 5:6, 8).
4.	The SDA view of the Communion service
a.	The emblems are symbolic and carry no sacramental merit
(neither transubstantiation nor consubstantiation).
b.	Unfermented wine is the symbol which Jesus chose to represent His blood.
c· The service is open to all except those who are openly sinning.
d.	The service is designed to stir the imagination and evoke love and hope in the participant.
e.	The feet washing service should be observed preceding the Lord's Supper.
f.	The service should be held regularly each quarter. Additional services may be held at appropriate times.
The Desire of Ages on celebrating communion
(DA 659) - not a season of sorrowing
-	not to remember and lament shortcomings
-	not to dwell on past religious experience whether elevating or depressing
-	not to recall differences between brethren
-	open soul to Sun of Righteousness
-	full consciousness of His presence
-	hear words "My peace I give unto you"
-	when burdened or tried remember "for your sake I endured the cross and live to intercede for you"
-	hope in the Lord's return
(DA 660) - love of Jesus should be fresh in the memory
-	brother united with brother in Christ
-	comprehend the expiatory sufferings of Christ
-	show faith in Christ
-	recognize physical benefits due to Christ's death
-	realize that by partaking of Christ's words one can live a life of holiness
(DA 661) - connect with God
־ in imagination join first Communion service
-	in imagination join Christ in the garden
-	in imagination join Christ at Calvary
-	praise God as pride and self-worship disappear
-	go forth to reflect Saviour's love
-	glory in the cross
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6.
The Plunge of Faith
LESSON PURPOSE
To increase appreciation for the ordinance of baptism.
PERFORMANCE OBJECTIVES General:
Compares the Red Sea crossing and baptism. Evaluates the pre-baptism experience.
Explains the significance of the baptismal service. Specific:
OUTLINE
Lead-in:	By faith Israel crosses the Red Sea.
Bible Writers: Baptism is symbolized by the Red Sea crossing. Modern Messenger: The inward change which precedes baptism. Mean to You: The SPA Church Manual on the baptismal service.
ASSIGNMENT (for 1st day) 1
1.	Read the Lead-in and do numbers 1 through 7.
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2.	Ask any students who wish, as an alternate assignment,
to read PP 282 through PP 290 and then, on separate paper, list as many spiritual applications for today as they can find on pages 289 and 290.
1.	Do numbers 8 through 10. (Note: Students should be referred to a baptismal certificate or the section in the SPA Church Manual entitled "Doctrinal Instruction for Baptismal Candi-dates.")
2.	Ask a capable student to write the essay suggested in number 11 and read it to the class.
1.	Discuss answers to questions 1 through 7. (Note: You may wish to have students exchange books for checking answers by other students. The notes after each suggested answer may provide ideas for teacherfs comments.)
2.	Ask any students who may have done the alternate assignment for the first day to share any ideas which have not already been in the discussion. If no students did the assignment and time permits, point out any additional spiritual lessons which you have found.
1.	Discuss answers to questions 8 through 10. (Note: The teacher may wish to make observations based on RESOURCE MATERIALS number 1. There may be some who question the validity of their experience at baptism. You may also wish to refer to Lesson 12, numbers 8 and 9. It may
be best to hold any lengthy discussions on this topic until Lesson 12 is studied.)
(Note: While steps to a primary commitment to Jesus Christ were considered in the course Breakthrough With God, they are considered again here. See RESOURCE MATERIALS, number 1, for Lesson 1 in this teacher יs manual ·
2.	You may wish to ask students who desire to witness to their classmates about their experience—when they first understood clearly that Jesus came to save them personally and then they believed that God had done for them what He said He would do.
3.	Ask the person who is prepared to read the essay on the topic of number 11 to make the presentation. *
*I. Answers will vary. Some may be: Unbounding appreciation to the Lord for the miraculous deliverance. Utter amaze-ment over the way the rescue took place. Joyful praise that all the families of the Hebrews were safe. Strong
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
71
faith and courage that no matter what lay ahead, God would protect.)
(NOTE: While faith and love were evoked by this mighty deliverance, there may have been those who even then feared that the escape was too close—the next time they might not make it. Some may have doubted that the miracle was of God and attributed the piling up of waters and their return to natural causes—a coincidence that it happened at the strategic time. Some may have been superstitious and suspicious that God, like other gods, was leading them out to harm them.)
2. The power of Egypt symbolized by horses is nothing com-pared to the strength of God. God controls nature and uses it to accomplish His acts of love and judgment.
All of the surrounding nations will recognize that the God of Israel is all-powerful.
(NOTE: Which qualities were most essential to follow God’s command—physical, mental, or spiritual?
Physical—to pump the water dry so that they could cross? Mental—to make a pontoon bridge like the Romans sometimes did in later times? Or spiritual —to walk into the water having faith in God that the water would open up before them and stay open until they had crossed?)
3.	Because the Lord loved the Israelites and chose them for His special people despite their rebellious natures.
4.	The Israelites were hopelessly enslaved in Egypt. There was no hope of rescue and many did not ever desire rescue. God took the initiative to persuade them to leave and then worked out the means of rescue. Sinners are enslaved in sin and have no desire to be freed. Christ took the initiative to show men a better way and to provide the means for liberating men from sin.
Baptism
Red Sea
5.
Enslavement by sin and eternal death have trapped all men.
Sinners must depend wholly upon the merits of Christ for freedom from sin.
Sinners must act upon their faith so that God will bless.
Certain enslavement or death pressed the trapped Israelites.
The Israelites went for-ward by faith into the Red Sea depending solely on God for rescue.
The Israelites acted upon their faith so that God would bless.
(Bible Writers)
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Baptism
Baptism is a public demonstration of an inward faith in God.
A Christian leaves slavery to sin on the other side of baptism and enters liberty in Christ.
A Christian should be forever grateful to God for his marvelous rescue.
Red Sea
Going through the Red Sea was a public demon-stration of faith in God. (The nations took note: Ex. 15:14-16.)
The Israelites left slavery on one side of the sea and reached liberty on the other side.
Israel should have been forever grateful to God for their marvelous rescue.
(NOTE: ,,He [Baul] reminded them [the Corinthians7 of the miraculous way in which the Hebrews were led from Egypt under the protection of the cloud by day and the pillar of fire by night. Thus they were safely conducted through the Red Sea, while the Egyptians, essaying to cross in like manner, were all drowned. By these acts God had acknowledged Israel as His church” [AA 3157.)
6.	"And I saw what appeared to be a sea of glass mingled with fire, and those who had conquered the beast and its image and the number of its name, standing beside the sea of glass with harps of God in their hands.
And they sing the song of Moses, the servant of God, and the song of the Lamb" (Rev. 15:2, 3).
(Modem
Messenger)
*8. a. Answers will vary.
(NOTE: Almost every sentence on these three pages in Steps to Christ could be quoted regarding conversion. Summing them all up, they say that the greatest evidence of whether or not a person is converted is in the changed life.)
b.	"Duty becomes a delight and sacrifice a pleasure"
(SC 59) .
c.	"More than this [more than forgiveness for past sins], Christ changes the heart" (SC 62).
7.	Even though danger threatens, duty seems hard to perform, and we can’t see the future, if God says go forward we should obey. We should obey God’s command to obey all of His teachings, even though success seems impossible.
(NOTE: He causes us to hate our old ways. This is
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a miracle, because our carnal hearts enjoy sin. In addition, Christ gives us power to overcome temptations so that we do not repeat former sins.)
d.	"Apart from Him you have no life. You have no power to resist temptation or to grow in grace and holiness" (SC 69).
e.	"A life in Christ is a life of restfulness. There may be no ecstasy of feeling but there should be an abiding, peaceful trust" (SC 70).
f.	"Do not be misled by his [Satan's] devices [to break your communion with God] ." "If you will leave yourself in His hands, He will bring you off more than con-queror through Him that has loved you" (SC 71, 72).
g.	"Keep our eyes fixed upon Christ" (SC 72).
9. Persons ready for baptism should have lives and characters
which conform to the will of God (6T 92:0). They should be obeying in love all that they know which the Lord has commanded (92:0). They should understand "righteousness in Christ Jesus" (92:1). They should realize that they are taking their stand for the Lord not just a church (95:2). They should separate from worldliness (95:2).
They should dress neatly, modestly, and not fashionably and expensively (96:1, 2). They should understand that they are entering into a solemn and sacred covenant with God (98:3-99:1). They should have loving attitudes toward all in the church (99:3).
10. (NOTE: See the section in the SPA Church Manual entitled "Doctrinal Instruction for Baptismal Candidates" or refer to a batismal certificate.)
*11. Answers will vary.
(NOTE: Areas to be described are: public examination of the candidates; welcome into church fellowship; dressing in baptismal robes; baptism by immersion.) 1
1.	Beginning the Christian life
"Bill was born into a Christian home. From the time he was a tiny baby he was a part of the family circle at morning and evening worship, and very early became a member of the Sabbath school cradle roll. Later he attended the church school. He was lively and fun-loving, well liked by his fellow students and highly thought of by his teachers. He had his ups and downs, but there was always in his heart a desire to do right, to prepare for work as a Christian teacher, and to be
(Mean to You)
RESOURCE
MATERIALS
ready for the second coming of Christ· He had given himself to Christ, and trusted Him.
"Bill prayed, studied his Sabbath School lessons and Morning Watch texts, and read his Bible through. When he was 12 years old he joined the baptismal class. As a result of the instruction in the class he understood that when he was baptized he would enter a new relation to God and to the church. He would be a full-fledged church member. He would have a new responsibility to stand more and more on his own before God.
"When Bill was baptized, it did not mark any outstanding change in his conduct or general attitudes. There was no need for that. He was developing steadily under Christian influences. To this day Bill cannot point to what is generally known as a conversion. But he remembers clearly the sense of responsibility that came to him as a new, full-fledged member of the church, and as one who had publicly taken his stand for Christ.
"This is the Lord’s plan for the way the Christian life should begin for everyone. The Holy Spirit working through the home, the school and the church, and directly with the individual leads in a day by day growth that is constantly reaching out to new experiences, but does not call for any striking change of direction or sudden about-face.
11Another kind of beginning. However, there are other young people who must undergo a complete change in making a start in the Christian life.
"John was baptized when he was 16, but it marked no real difference in his life which was not what it appeared to be to most of the members of the church. Some of his fellow young people had wondered about his baptism, because they had not detected any difference in John.
His baptism had not marked either a beginning of a new life or the sensing of deeper responsibilities in a life already dedicated to God.
"About two years later, during a week of prayer at the academy he was attending, John was deeply convicted and had his attitudes and thinking completely changed. He made the change in life that should have been made before he was baptized, and preferably a long time before that.
He began to try to catch up with all he had lost. The beginning of John’s Christian life was very different from Bill’s.
"A third kind of beginning. There are still others who hear of Christ for the first time and give themselves to Him as soon as they are convicted and learn of their responsibility and their possibilities. They have much
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to learn, but make rapid progress when they apply them-selves to the project of becoming mature Christians.
Some can look back to the experience of a turn-about in the life, while others cannot do so.
"Before the change. ״A person may not be able to tell the exact time or place, or to trace all the circumstances in the process of conversion; but this does not prove him to be unconverted. By an agency as unseen as the wind, Christ is constantly working upon the heart. Little by little, perhaps unconsciously to the receiver, impressions are made that tend to draw the soul to Christ. These may be received through mediating upon Him, through reading the Scriptures, or through hearing the word from the living preacher. Suddenly, as the Spirit comes with more direct appeal, the soul gladly surrenders itself to Jesus. By many this is called sudden conversion; but it is the result of long wooing by the Spirit of God,—a patient, protracted process’
(MYP 157, 158)."*
*T. H. Jemison, Facing Life (Mountain View, Calif.: Pacific Press Publishing Association, 1958), pages 111-113.
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7.
True or False Tests
LESSON PURPOSE
To reveal that Sabbathkeeping is a vital part of redemption.
PERFORMANCE OBJECTIVES General:
Knows events in Israel’s journey to Sinai. Understands the significance of Sabbathkeeping. Specific:
OUTLINE
Lead-in:	Israel’s journey from Egypt to Sinai.
Bible Writers: The relationship of the Sabbath to Israel’s redemption from Egypt.
Modem Messenger: The significance of Sabbathkeeping. Mean to You: God’s people sealed.
ASSIGNMENT (for 1st day) 1
1.	Read the Lead-in and do numbers 1 through 4. Announce that you will be giving a quiz over the assignment.
2.
An alternate assignment for those who desire would be to do numbers 4 and 9· Those who wish to do both should consider one as "extra credit," that is if the teacher follows a point grading system.
(for 2nd day)	1. Do numbers 7, 8, and 12.
2.	Select a four-member panel to discuss numbers 10, 11,
and 12. (Note: During this presentation the panel should discuss the relationship between true Sabbathkeeping now and the reception of the seal of God. Some questions which could be considered are: If a person keeps the Sabbath outwardly, will that person automatically be sealed? If a person doesn’t keep it outwardly, can that person be sealed? What can be done to ensure that we will be sealed? Are persons being sealed now? Exempt the panel from doing the regular assignment except number 8. The panelists will find it helpful to read 5T 207 to 216 and references listed under Seal of God in the Comprehensive Index to the Writings of Ellen G. White.)
PRESENTATION	1. Draw six circles on a map similar to the one on page
(for 1st day)	80 in this manual. Ask the students to identify
related places and events. Use the following loca-tions and events: (1) Red Sea—Israel’s miraculous crossing; (2) Marah—bitter water made sweet; (3) Elim— sweet-water oasis; (4) Wilderness of Sin—quails and manna given; (5) Rephidim—water from a rock, or defeat of Amalekites; (6) Mount Sinai—God appears to Israel.
2.	Give a lecture on·"The Function of the Sabbath to Ancient Israel." (Note: A lecture can provide variety from the discussion method and establish more quickly some vital truths. You may receive help from RESOURCE MATERIALS number 1; comments on Ex. 16:22-30 in 1BC; PP 295:3 through PP 297:2; and Optional Discussion items after numbers 5 and 6.)
In the process of your lecture give answers to numbers 5 and 6. Ask the students to fill in answers to these numbers as you refer to them. (Note: You may wish to ask the students to take notes on the entire lecture as well as write answers to the specified items. In this way students can develop skill in note-taking. You may wish to give a few pointers on note-taking before you lecture.)
1.	Let the panel present its discussion.
2.	Allow other students in the class an opportunity to ask questions. Let them write answers to numbers 10, 11,
(for 2nd day)
78
and 12 in their books if these are covered by the panel.
3· Let students do number 13 individually.
*1. Answers will vary. Some of the following may be mentioned:
—The Lord spared Israel from seven of the plagues.
—The Lord impressed the Egyptians to give the Hebrew slaves their jewelry.
—The Lord appeared in a pillar of cloud by day and a pillar of fire by night.
—The Lord opened the Red Sea for the trapped Israelites.
—The Lord made the bitter waters of Marah sweet.
—The Lord gave them manna and quails to eat.
—The Lord caused water to come out of a rock.
—The Lord gave the Israelites victory over the Amalekites. *2. Answers will vary. Some of the following may be mentioned: Faith
—Moses went back to Egypt from Midian.
—The elders of Israel believed God had sent Moses back.
—Pharaoh believed temporarily after each plague.
—The Israelites observed the Passover.
—The Israelites left Egypt.
—They crossed the Red Sea.
—They defeated the Amalekites.
Unbelief
—Zipporah questioned the rite of circumcision.
—The Egyptians disbelieved God during the plagues.
—The Israelites disbelieved God at Marah.
SUGGESTED
ANSWERS
(Bible
Backgrounds)
—The Israelites murmured against God for food.
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—They disobeyed God by trying to keep manna for two days and going out to collect it on the Sabbath.
—They murmured for water at Rephidim.
*3. Answers will vary. The withholding of water at Marah and Rephidim and food in the Wilderness of Sin tested Israel's faith in God to provide. The giving of a double portion of manna on the preparation day and no manna on the Sabbath tested Israel's allegiance to God's Sabbath.
4.	(NOTE: See the map on the next page.)
5.	The deliverance of Israel from Egyptian slavery.
(NOTE:	See number 11 a. When Moses first appeared to
Pharaoh, he requested that the Israelites be allowed to keep the Sabbath /TP 258:1; 336:2; Patriarchs and Prophets, Appendix, Note 17. The Lord rescued Israel and gave them rest from slave labor in the wilderness. The Lord wanted
■	i
the Israelites to enter into a more complete rest from oppression in Canaan [Heb. 3:7-197· The greatest rest which God provided opportunities for Israel to receive was rest from the sins which they were committing in Egypt.)
*	God wanted to ensure that the perpetual observance of the Sabbath would not be broken. If, somehow, the dates of the precise sequential Sabbath from creation had been lost, God assumed the responsibility for rectifying the problem. For forty years there was no mistaking which day God recognized as the Sabbath. God not only requires obedience to the spirit of the law but also to the letter of the law.
*	The Sabbath cycle was begun at creation. While there was no written law, God required obedience to all of the precepts of the Ten Commandments before Sinai.
(Note: There are cases in the Bible acknowledging each of the Ten Commandments before they were given at Mount Sinai. Notice the following:
1st - Ex. 12:12; 2nd - Gen. 35:2; 3rd - Gen. 24:3;
4th - Ex. 16:19-30; 5th - Gen. 9:22-25; 26:34, 35;
6th - Gen. 4:8-24; 7th - Gen. 34:1-7; 8th - Gen. 31:30-32; 9th - Gen. 27:1-36; 10th - Gen. 3:6.)
6.	Unbelief. Have faith in the power of the Living God.
Sabbathkeepers can fail by keeping the Sabbath to earn salvation—hoping by their own works to gain merit with God. Acceptable Sabbathkeeping is a faith relationship
(Bible Writers)
Optional
Discussion
Optional
Discussion
*
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with the Lord. We obey because we have been saved not in order to be saved.
Sanctification. The Sabbath cannot be kept while one know־ ingly violates any of the other nine commandments. It is an outward expression of allegiance to God.
(NOTE:	"In order to keep the Sabbath holy, men must
themselves be holy. Through faith they must become partakers of the righteousness of Christ" /ΌΑ 283].)
Memory gem: Eze. 20:12.
Answers will vary, a. Answers will vary.
(NOTE:	Some possible problems which may be mentioned
are: necessity to travel home from work after sun-down, especially in the winter; living in a home with non-Adventists; living in a dormitory with limited facilities for baths; mobile families with irregular schedules.)
8.
*9.
*10.
Business arrangements; house cleaning; clothes prep-aration; automobile care; food shopping; unresolved misunderstandings.
b.
Special family worship; choice foods; distinctive music.
c.
11. a. "To restore the observance of the Sabbath"
b· Performing a threefold miracle: a double quantity of manna fell on the sixth day, none fell on the seventh, and the portion kept over from the sixth day remained sweet.
c.	There are any on earth to serve Him.
d.	Name, title, and authority.
e.	Obedience to the Sabbath commandment♦
12. Those who are:
—	settling into the truth both intellectually and spiritually so that they cannot be moved.
—	acting upon their faith.
(Modern
Messenger)
(Mean to You)
— pure minded.
7.
— not ambitious, world-loving, nor deceitful.
—	taking pleasure in thinking and talking of God.
—	putting forth efforts in proportion to the value of the object which they seek.
—	keeping their thoughts upon heavenly things.
—	not lukewarm nor half-hearted.
13.	By complete surrender to the Lord letting the Holy Spirit control our thoughts and actions; by loving obedience to all of the commandments of the Lord including the seal of God—the Sabbath.
RESOURCE	1. The function of the Sabbath in ancient Israel.
MATERIALS
"The story of creation was placed by its author as a kind of protology in the form of a prologue, if you please, before the historical drama that unfolds in the ensuing pages of the Bible. I believe that it was written just prior to the Exodus experience of Israel from Egyptian bondage when God was about to rescue slaves in order to create them into the nation Israel. This whole saving mission was to be an act of God.
"Moses was faced with the problem of God, just as the Hebrew slaves were faced with this problem, and the Egyp-tian pharaoh. One of the primary functions of the creation story for the emerging nation Israel was to tell the enslaved Hebrews 1who1 this God of Israel really is and what he is able to dol They asked, 'By whom and by what power can we be set free from the bondage and oppression in which we find ourselves?' This is the crucial question of human existence. Modern men also ask the question of the security of existence. He too wonders whether man can find security in God, whether there is even a God or in Martin Buber's words a Thou with whom the I can identify and exist in a vital, lifegiving I-Thou relation-ship. Into this searching for the security of human existence comes a fitting message: God is the supreme and unique Creator who has spoken the world and everything in it into existence through his effortless and all power-ful word. What is the existential meaning of this message in the historical situation of the enslaved Hebrews?
'"Sons of the fathers Abraham, Isaac, and Jacob, do you hear who the God of your fathers really is? He is the Creator of the world, He is the maker of all that is, He is the one who made the forces of nature. He is the one who planned and purposed everything in the phys-ical realm. He is the one who inaugurated the historical process. Israel, do you hear, do you understand? Your
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God, the one who is calling you out of slavery into the land promised to your forefathers, is the God of creation who made the forces of nature and therefore can use these forces to set you free. The God who will lead you forth by mighty deeds in history can do so because He is the very God who inaugurated the histor-ical process in His mighty creation. On this basis you can understand that He will demonstrate His re-creative power in setting you free from slavery and bondage to put you on the map of history. Have courage; it is the Creator-Lord that will be your Redeemer by exercising His re-creative power.9
"These are words of comfort, of hope, and of salvation.
This is one of the messages of Genesis creation for the enslaved Hebrews in Egypt and for enslaved man today.
The Sabbath as a climaxing part of that creation story becomes more than a day of commemorating and celebrating creation; it becomes also a day of the worship of the Redeemer who made slaves, literal and spiritual, into a people by His re-creative power.
"This indeed is a message of salvation. Genesis creation with the Sabbath as the climax of the creation account received even more meaning once one actually witnesses God's mighty rescue mission of salvation in men's lives.
The Sabbath is then more than a day of commemorating and celebrating creation and Creator, it is a day of worship-ing the Redeemer-Lord who makes slaves into a unique people through his re-creative power.
"While they were in Egypt the Israelites had to a great extent lost the knowledge of the sacredness of the seventh-day Sabbath. In the long years of the wilderness wander-ings they learned through the ever-repeated miracle of withholding manna every seventh day and the miraculous preservation of the double portion that fell on Friday (PK 181), that the Sabbath day is a day of great signifi-cance for salvation and spiritual growth. This one-seventh portion of the weekly cycle was to be taken as a day of healthful rest from everyday work, as a day of communion with God, as a day providing time for contemplation and worship with the aim of bringing about spiritual growth.
God has set this day aside for man, because without the benefit issuing from the proper use of the Sabbath, God's people will again be enslaved physically and spiritually. But with the proper use of this day the believer will experience healthful rest from the cares of everyday life, and most of all he will grow in grace and perfection."*
*Gerhard F. Hasel, "The Saviour and His Sabbath," portion of chapel talk given at the SDA Theological Seminary, Dec. 2, 1970. Used by permission.
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8.
Summing It Up
I.	Review of main ideas in Lessons 1 through 7.
Lesson 1
I. The Hebrews would leave Canaan, live in Egypt, be made slaves, come out with great wealth, then return to Canaan. The Egyptians would be punished for oppressing the Hebrews. The Amorites would be allowed time to accept the Lord. God wanted each nation to recognize Him as the only God.
*2. Answers will vary.
(NOTE:	See Lesson 1, number 4.)
Lesson 2
*3. Answers will vary. Riches, honor, pleasure, and power may be mentioned. 4· Thutmose I - decreed that all Hebrew babies should be killed.
Hatshepsut - the princess who found Moses in the river.
Thutmose III - ruler of Egypt while Moses was in Midian.
Amenhotep II ־ Pharaoh of the Exodus.
Thutmose IV - younger son of Amenhotep II, whose older brother may have been killed in the tenth plague.
5.	Love ojf God; love of God's people; desire for eternal life.
Lesson 3
*6. Answers will vary.
(NOTE:	See Lesson 3, number 1.)
7.	The call to he a follower of God (vocation); the call to a specific line of work (occupation).
Lesson 4
8.	God sent plagues as judgments directed at specific Egyptian gods.
9.	Idolatry debased and caused spiritual ruin.
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*10. Answers will vary. Quotes may be from 1 Tim. 2:4; 2
Peter 3:9; Eze\ 33:11; Rev. 22:17; John 3:16; or others.
11.	God hardened Pharaoh’s heart by knowing Pharaoh’s dis-position and then allowing him to become Pharaoh; God sent warnings and then judgments which forced Pharaoh to respond positively or negatively. Pharaoh chose to reject God’s will, thus his heart became hardened.
12. For God to arbitrarily force a person to accept or reject His will is totally contrary to all that the Bible teaches regarding love—the essential characteristic of God
and the basis of His government.
13.	Pagan sacrifices were attempts by devotees to change their gods by bribery or apeasement. Hebrew sacrifices were designed to change men so that they would accept God’s unchanging laws.
14.	Slain lamb—O.T.: a substitute to redeem from the destroy־ ing angel; N.T.: Christ’s substitute death on the cross to atone for men’s sins.
Unleavened bread—O.T.: affliction in Egypt; N.T.: sinless life of Christ.
Blood sprinkled—O.T.: blood must be sprinkled on the doorposts and lintel to be saved from the destroying angel N.T.:	the merits of Christ’s blood must be applied to
the soul.
No bones broken—O.T.: the sacrifice was completely sufficient to avert the destroying angel; N.T.: Christ’s death was a complete sacrifice.
Flesh eaten—O.T.: food was necessary to strengthen the Israelites during their hurried journey; N.T.: by faith we must constantly receive spiritual strength and nourishment from Christ’s Word.
15.	A Seventh-day Adventist believes that as he participates in the Communion service, the Holy Spirit comes into his life convicting and softening his heart and giving him spiritual strength that he would not have if he did not participate.
16.	The Corinthians were not to make the Lord’s Supper a time for feasting; remembering Christ’s death should be para־־ mount in their thinking.
Lesson 5
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17.	(NOTE: See answers to numbers 4 and 5 in Lesson 6.)
18. "When beset by dangers and duty seems hard to perform . . [we should obey] even though our eyes cannot penetrate the darkness" (PP 290).
19.	SC 57:1 - When a person accepts Christ he becomes a new creature.
SC 57:2 - While the Holy Spirit is invisible, the effects on a person's changed life are evident.
SC 58:1 - Pride may motivate a person to make outward changes in behavior.
SC 58:2 - We can determine whether or not we are on the Lord's side by whether or not our best thoughtsf warmest affections, and most earnest efforts are devoted to Christ.
SC 58:3 - Those who become new creatures in Christ will bring forth the fruits of the Spirit. They will hate evil and love righteousness.
20.	The plaguesf the Passover, the Red Sea, lack
of water, lack of food, attack by the Amalekites.
21.	Moses requested Pharaoh to let Israel go into the wilderness to keep the Sabbath. God reinstituted the Sabbath by the manner in which He sent the manna.
22.	One can receive the seal of God by truly keeping the Sabbath as an act of loving obedience to all of God's commands.
II.	Memory Gems.
I,	2, 3. (Note: See studentfs lesson.) III.
III.	Know Your Bible Plan.
1.	Israelite Slaves Oppressed
2.	Moses: From Baby to Prince
3.	Burning Bush
4.	Moses Accepts God's Call
5.	Pharaoh Rejects Moses' Request
6.	Yahweh
Lesson 6
Lesson 7
87
7.	Magicians vs. Moses
8.	Plagues 2, 3, 4
9.	Plagues 5,6,7
10.	Plagues 8, 9
11.	10th Plague Threatened
12.	10th Plague
13.	Departure From Egypt
14.	Red Sea Crisis
15.	Song of Moses
16.	Manna
17.	Water From a Rock
9.
Share the Work of the Lord
LESSON PURPOSE
To show the qualifications and responsibilities of church officers.
PERFORMANCE OBJECTIVES General;
Knows Bible qualifications for church officers.
Describes responsibilities of SDA Church officers.
Specific:
Lead-in: Moses receives help in judging Israel. Bible Writers: Qualifications of church leaders. Modern Messenger: Problems with leaders.
Mean to You: Duties of SDA Church officers.
ASSIGNMENT (for 1st day)
1.	Read the Lead-in and do numbers 1 through 4.
2.	Select two students to role-play the discussion between Aaron and Miriam over the question of leadership. (Note: Ask the participants to do thorough research on the feelings of Aaron and Miriam in this situation.
For example, the students should portray attitudes of jealousy and ambition
89
such as Aaron and Miriam experienced. They should try to show how Moses has been misled in following Jethro’s suggestion to appoint other leaders when they were entitled to more responsibility. They should point out their own qualifications as evidence that God wants them as leaders.
Resources for background study should include Numbers 12; PP 378 to 386; related references listed in the Comprehensive Index to the Writings of Ellen G. White and in the SPA Bible Dictionary; plus other resources.
The situation to be role-played is a discussion between Aaron and Miriam after the seventy elders have been appointed and before the Lord calls Aaron and Miriam to the tent to talk to them.)
3.	Ask another student to be prepared as an 1’expert” on the matter of church elections. Study the pages in the SPA Church Manual listed under j. in number 6. The student should be prepared to answer any questions about procedures which may come up in a discussion in the next class period.
(for 2nd day)	1. Ask for volunteers to give reports on the items listed
in number 6. (Note: You may wish to ask some local church officers to report on their office and cover the
material in the SPA Church Manual. Bear in mind, how-ever, that future lessons, provide a more appropriate time for officers to come to class. Lesson 12-clerk; Lesson 12, 13-pastor; Lesson 14-treasurer.)
2.	The remainder of the students should do number 5.
their reports could polish
No general assignment.
Students who have not given them up a little more.
(for 3rd day)	1.
2.
1.	Let the two students role-play Aaron and Miriam. (Note: After the chosen role-players have presented their part, ask anyone else who wishes, to take the role of one of the characters. They may think of something else to add that is pertinent.)
2.	As the role-playing proceeds, ask the dlass to be alert for answers to number 5 d. and e.
3.	After the role-playing portrayal, discuss some of the following questions: "Is it ever right to evaluate the qualifications or work of a leader?" "How can a nomina-ting committee decide on the qualifications of prospective
PRESENTATION (for 1st day)
90
officers without judging?” "If a church member has any positive or negative suggestions to make regarding whom the nominating committee should nominate, can they be given an opportunity to express themselves?" "Why
should the nominating committee’s work be confidential?" "What procedure should be followed if a member wishes to object to the name of someone whom the nominating committee has nominated?" (Note: The expert on church elections
should contribute appropriate information to the dis-cussion from his or her research.)
1.	Let students who did number 5 share answers so that the students who gave reports can profit from their study and write answers in their books.
2.	Let students give the reports itemized in number 6. The remainder of the students should take notes and answer the questions under number 7 as the reports are given.
1.	If all of the reports were not given on the previous day, take time for them on this day.
2.	If there is extra time at the end of the period, let students work on the next day’s assignment.
*I. Answers will vary. Advantages: Moses would have the best counsel; fewer would question his decision.
Disadvantages: Moses would be worn out physically; a backlog of cases would pile up; no one else would be trained to function after his death; Moses would be exalted unduly.
2.	Key thought of Exodus 18: Jethro.
3.	Judge's qualifications: fear God, trustworthy, hate a bribe, impartial, hear all cases, not be afraid of men, apt to refer hard cases.
4.	Elder's qualifications: above reproach, husband of one wife, temperate, sensible, dignified, hospitable, apt teacher, no drunkard, gentle, peaceful, not greedy, manage household well, keep children respectful, not a recent convert, well thought of by outsiders (1 Tim. 3:
1-7). Additional characteristics are: children are believers, not profligate, not insubordinate, not arrogant, not quick-tempered, lover of goodness, self-controlled, firm to sure word (Titus 1:5-9).
Deacon's qualifications: serious, not double-tongued, not addicted to wine, not greedy, clear conscience,
(for 2nd day)
(for 3rd day)
SUGGESTED
ANSWERS
(Bible
Background)
(Bible Writers)
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tested first, husband of one wife, manage household well.
(Modem	5. a. Moses—council of seventy—priests—chiefs or princes—
Messenger)	captains over thousands, hundreds, fifties, and tens—
special officers.
b.	God's Spirit came upon them and they prophesied. God could have preferred for Moses to have shown more faith in God to give him strength for every emergency.
c.	Moses's qualities: welfare of Israel meant more to him than prosperity, honor, or life (PP 323); realized his own weakness; made God his counselor (PP 383); unselfish laborer for God and fellowmen; great intellec-tual power, firmness; nobility of purpose; strong affections faced danger (PP 425).
Aaron's qualities: penitent after his sin at the golden calf; lacked courage; pleasant speech; digni-fied demeanor; gentle; patient; yielding spirit/ desired to please (PP 323); esteemed and exalted himself; trusted God less than Moses (PP 383); unselfish labor-er for God and fellowmen; great intellectual power, firmness; nobility of purpose; strong affections; breasted danger; cooperated with Moses for forty years; did not rebel nor murmur when his sons were slain; envied Moses; disobeyed God by striking the rock for water (PP 425, 426).
Mistakes: Moses's chief mistake was striking the rock for water rather than speaking to it; Aaron's chief mistake was the golden calf episode· He also struck the rock.
(NOTE: Vital spiritual truths can be emphasized by calling attention to quotations on the pages noted·
For example:
/TP 323:17 "If Aaron had had courage to stand for the right . . . evil would have been checked·11
/TP 323:27 ,'Aaron’s yielding spirit and his desire to please, had blinded his eyes to the enormity of the crime."
/PP 323:37 "Of all the sins that God will punish, none are more grevious in His sight than those that encourage others to do evil."
/PP 383:17 "He /Moses] realized his own weakness, and he made God his counselor·"
/PP 426:27 "A wrong act can never be undone. It may be that the work of a lifetime will not recover what has been lost in a single moment of temptation
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or even thoughtlessness.")
d.	Miriam's family and national pride was offended because Moses had married a woman of another nation. Miriam was offended because Zipporah had a darker complexion than the Hebrews. Miriam was offended because Zipporah had suggested helpers for Moses
to save his health. When the seventy elders were appointed, Miriam felt that she was being bypassed.
e.	"It should not be regarded as a light thing to speak evil of others, or to make ourselves judges of their motives or actions" (PP 385).
(Mean to You)	*6. Answers will vary.
7.	a. Representative government—SDA form. Authority rests in church membership who delegate responsibility to representatives—equality of ordination for ministers.
Independent government—local congregation is supreme and final in its own domain.
Episcopal government—governed by bishops. Three orders of ministers: bishops, priests, deacons.
Papal government—supreme authority in Pope. Under him church is governed by cardinals, archbishops, bishops, priests. The local church has no authority.
h.	Delegates from local churches choose officers for the local (or state) conferences; delegates chosen from the local conferences elect officers of the union conferences; officers of the union conferences elect officers of the General Conference.
c.	A local elder should baptize only with approval from the conference or mission. Only an ordained minister can give the charge, vow, and declaration at a marriage service. A licensed minister or local elder can give a sermonet, offer prayer, or give a blessing at the service.
d.	The duties of deacons are: to care for church property assist in the ordinance of footwashing by providing towels, water, etc.; assist in the Lord's Supper by serving the emblems; care for the sick and poor.
(NOTE: Often deacons are asked to serve as ushers, and take up offerings.)
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e.	The person desiring to transfer membership should apply to the church clerk who initiates the proceedings.
(NOTE:	The answer to this question should not be
detailed. In Lesson 12, number 9, opportunity is given to discuss in detail the process for receiving members into the church and transferring members from one church to another. You may wish to postpone detailed discussion at this point.)
f.	Conference funds: tithe; offerings for missions, conference projects, and institutions.
Local church funds: church expense, church building and repair, church missionary, welfare, MV, Dorcas society, SS expense, portion of temperance fund, church school funds.
g.	The pastor would present the request to the Sabbath School superintendent who in turn would present the request to the Sabbath School council. The church treasurer would then write a check and give it to a Sabbath
School leader.
h.	Church school board.
(NOTE: This is not stated precisely in the SPA Church Manual, but is implied. See pages 165, 166. Such are specified in Education Manual, C-32, The School Board of Seventh-day Adventist Elementary Schools.
i.	Conference president; the conference auditor, pastor, district leader, leading church elder, or person authorized by the church board has access to the treasurer's books.
(NOTE: Answers to this question can be found in the SDA Church Manual, pages 171, 103. While not stated in the manual the district pastor and leading elder also have access to the items mentioned in 7 i.)
j.	The conference committee votes to ask him to go to another district.
(NOTE: The pastor can state his feelings about the transfer and his wishes are weighed by the conference committee. At times local churches are consulted regarding their desires, though pastors are not nominated or elected by the local church.)
k.	The pastor would bring the matter before the nomina-ting committee at the end of the year. During the interim the church board serves as the nominating committee. Final action is by the church after two readings, at least one week apart.
8.	Answers will vary.
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1.	How to choose a good leader.
In selecting leaders, the General Motors Corporation con-siders the following 25 points:
1.	Speaks slowly in a low voice
2.	Is neat in appearance, moderate in dress
3.	Rarely is in hurry
4.	Has an easy gate
5.	Does not show all he feels
6.	Looks a person in the eye, does not stare 7· Is punctual
8.	Is orderly
9.	Is accurate
10.	Laughs only when it is time to
11.	Rarely interrupts
12.	Rarely says I
13.	Is not afraid to let others know when he doesnft know
14.	Rarely tells all that he knows
15.	Lets others know when he is giving an opinion or fact
16.	Is easy to meet
17.	Is a good loser
18.	Gets quickly to a point
19.	Never takes himself too seriously
20.	Does work through others
21.	Likes people
22.	Likes to lead
23.	Has assurance
24.	Is not inclined to sit still 25· Is a good man
RESOURCE
MATERIALS
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10.
God of the Smoking Mountain
LESSON PURPOSE
To teach the essentials of true worship.
PERFORMANCE OBJECTIVES General;
Knows why God gave the law with a majestic display. Understands the essentials of true worship. Specific:
OUTLINE
Lead-in:	God meets Israel at Sinai in majesty.
Bible Writers: God’s mercy and justice are revealed in giving the Ten Command-ments.
Modern Messenger: Sinners owe God reverence.
Mean to You: Essentials of true worship.
ASSIGNMENT (for 1st day)
1.	Read the Lead-in and do numbers 1 through 6.
2.	Ask the students to be sure to bring their copies of Patriarchs and Prophets to class.
4-EBT-II
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1.	Do all sections of number 8· Scan number 9.
(for 2nd day)
(for 3rd day)	1. Ask student to do one of the Optional Projects listed on
page 72. Students should be prepared to report to the class. (Note: Try to arrange it so that students are doing all of the projects.)
1.	Ask the students to do research looking up all of the pages referred to under the topic 1*Reverence" in the index to Patriarchs and Prophets. Read these comments and underline those which have significance to the reader.
2.	If the exercise is completed before the class is over, ask the students to begin work on the next day’s assign-ment.
Alternate Presentation: Show a film on reverence or pre-pare a slide lecture on reverance using nature scenes, church scenes, mission scenes, etc.
1.	Discuss answers to number 8.
2.	Discuss Optional Discussion items after number 8.
3.	Discuss each section of number 9. Let students take notes on the discussion by writing in answers to the sections. (Note: For background reading see RESOURCE MATERIALS number 2.)
(Note:	If there is one topic above another that needs
consideration, it is the matter of reverence by academy age youth. A Chinese student from Singapore who was attending a college in the United States as this manual was being prepared, was asked what he saw as the greatest difference in behavior between those in this country and in his. He said, "The great freedom which youth have in the United States compared to Singapore."
This freedom has encouraged many to be aggressive in gospel work, while others have manifested disrespect for parents, discourtesy to others, defied school and government authority, and shown irreverence toward God.)
PRESENTATION (for 1st day)
(for 2nd day)
(for 3rd day)	1. Allow time for reports on projects.
Alternate Presentation: Eliminate the assignment for the third day. Divide the class into small groups and ask each group to plan a worship service. Provide hymn books for selecting hymns. It would also be good to provide copies of church bulletins from various Adventist churches showing different forms of worship. "Write to various pastors and obtain copies of their bulletins. The order
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of service could then be duplicated so that each group could observe various forms of worship. A sermon title should be chosen so that hymns can be synchronized. See RESOURCE MATERIALS number 1.
1. To teach Israel to give God the respectful hearing which He deserved.
2* On Moses’s first visit God revealed Himself as a God who rescued Israel in love and chose them to be a very special people. On Moses’s second visit God revealed Himself as a mighty Sovereign who required the utmost respect and reverence.
These two portrayals by God reveal two facets of His character—mercy and justice; loving sinners but des-pising sin.
3.	Both promises were made beforehand so that when they were fulfilled God’s followers would believe that He is a God who keeps His promises. Both promises were associated
with the commissioning of representatives to tell the world about God.
(NOTE:	Both were promises to keep an appointment at a
mountain and both promises were impossible of fulfillment without miraculous intervention by God.)
4.	Contrasts God’s great power and His personal tenderness.
5.	Memory gem: Ps. 95:6, 7.
6.	Israel arrives at Sinai; the Ten Commandments
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)
7. "For as God’s great rule of right was presented before them, they realized as never before the offensive character of sin, and their own guilt in the sight of a holy God" (PP 309, 310).
(Modem
Messenger)
8. a. (1) adoration — "Put off your shoes . . . the place on which you are standing is holy ground" (Ex. 3:5).
(2)	confession — "Who am I that I should go" (Ex. 3:11)
(3)	restoration—"But I will be with you" (Ex., 3:12) .
(4) dedication — "So Moses . . . went:hack to the land of Egypt" (Ex. 4:20).
b. (1) adoration—"Lord, sitting upon, a throne" (Isa. 6:1)
(Mean to You)
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(2)	confession —"Woe is mel” (Isa. 6:5).
(3)	restoration — 1,Your guilt is taken away״ (Isa.
6:7).
(4)	dedication—״Here am II Send me״ (Isa. 6:8).
c.	(1) adoration — ״Lord descended upon it in fire״ (Ex.
19:18).
(2)	confession — ״the people were afraid and trembled״ (Ex. 20:18).
(3)	restoration—״Do not fear; for God has come to prove you״ (Ex. 20:20).
(4)	dedication — ״All the words which the Lord has spoken we will do״ (Ex. 24:3).
d.	Awaken a sense of adoration by use of an appropriate call to worship, choral numbers, hymn or invocation; provide an opportunity to express confession and dedication by appropriate responsive readings, sing-ing hymns, saying amen to a prayer, giving an offering, mental assent, raising the hand, standing, altar call, or testimony meeting. Restoration can be provided
by a sermon.
A worshipper must desire, look for, and assent to the four elements of worship.
Optional	* Our attitude in worship should be one of confidence but
Discussion	not presumption.
God should not be considered on a level with us. God is greatly to be reverenced.
*	Moses learned how '1powerless and insignificant were the gods of Egypt," "his pride and self-sufficiency were swept away." "Moses became patient, reverent, and humble, ,very meek. . . .י" A recognition of God in nature could have a subduing affect on us also.
*	God is Creator of all the amazing things in the universe. He upholds all matter and life. His perfect laws direct all of nature,s processes. He is the source of all love. His mercy is beyond our understanding. His judgments are completely righteous. He never errs.
(Note:	Some may answer that God is omnipotent—all
powerful; omniscient—knows all; omnipresent—everywhere
present.)
Yes. In our love for warmhearted services, we sometimes
*
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lack reverence for God and courtesy for other worshipers. Adventists have tended to shun forms of liturgical worship feeling that they are too rit-ualistic. They have free prayers, free preaching, liberal collections, and free expression from the congregation. While Adventist forms of worship provides wide opportun-ities for these four elements of worship, visitors some-times fail to find a true worship atmosphere.)
(Note: Few worshipers in Adventist churches bow reverently upon being seated in a pew. Many whisper during services. Children are brought into worship services and sometimes these are not properly cared for by their parents.
Our emphasis on a world-wide work with many projects some-times intrudes into worship services through promotion from the pulpit.
There is a trend toward greater informality in some congregations by singing sentimental songs, and dressing in gaudy or common clothes.)
*	Answers will vary.
*	Those who come to a worship service full of faith, love, and gratitude after working closely with the Lord in good works are best able to enter into true worship.
*9. Answers will vary.
(NOTE: For God’s ideas regarding reverence, check refer-ences under the following topics in the Index to the Writings of Ellen G. White:
—	Reverence
—	Clothing—for church services
—	Worship)
1.	Some suggested scriptures for worship services.
Adoration: Ps. 84:1, 2, 4; Ps. 99:1-3, 5; Ps. 100:1, 2, 4, 5; Ps. 122; Isa. 40:927-31 ,21-23 ,15־; Heb. 4:14-16; Rev. 4:1-6, 9-11.
Confession: Ps. 6; Ps. 32; Ps. 38; Ps. 51; Isa. 64; Dan. 9:3-7; Luke 18:9-14.
Restoration: Ps. 27; Ps. 40; Ps. 91; Ps. 34:17, 18; Isa. 1:18; Isa. 30:15-18; Matt. 11:28-30; 1 John 1:7-9.
Dedication: Num. 6:24-26; Joshua 24:14, 15; Ps. 24;
RESOURCE
MATERIALS
Matt. 26:36-39; 2 Cor. 13:14; 2 Tim. 4:6-8 ; Heb. 13:20,
21; Jude 24, 25.
Resources on worship which are worth reading
a.	Ellen G. White, Child Guidance, chapter 80, "Reverence For That Which Is Holy."
b.	Jonathan Butler, "Words, Words, Words," Insight, February 20, 1973, pages 18 and 19.
c.	Norval F. Pease, "And Worship Him" (Nashville:
Southern Publishing Association, 1967), chapter 5,
"The Form of the Adventist Worship Service*1 and chapter 6, ,1The Content of the Adventist Worship Service."
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2.
101
η
Law of Liberty
LESSON PURPOSE
To discover the spiritual nature of the Ten Commandments.
PERFORMANCE OBJECTIVES General:
Contrasts religious laws.
Understands the spiritual nature of the law. Answers Satan’s accusations against the law. Specific:
OUTLINE
Lead-in: Laws of Hammurabi contrasted with the laws given to Moses.
Bible Writers: The spiritual nature of the Ten Commandments.
Modern Messenger: How to keep the commandments.
Mean to You: Satan’s accusations against the law.
ASSIGNMENT (for 1st day)
1.	Do number 8 £r read the entire chapter in Patriarchs and Prophets, 303 to 314, entitled ”The Law Given to Israel” and underline statements which
102
appear significant to you. Be prepared to share these statements and tell why they impressed you.
2.	Ask all students to bring their copies of Patriarchs and Prophets to the next class period.
1.	Read the Lead-in and do numbers 1, 2, and 7.
1.	Read the booklet entitled You and the Law. Bring the booklet to class for referral in a discussion. (Note:
See PRESENTATION for 3rd day for further information.)
1.	Discuss comments from Patriarchs and Prophets on each
of the Ten Commandments which show the broader aspects of the law. Point out that the Ten Commandments have deeper meaning than outward prohibitions because the law is spiritual and judges character not just outward acts.
See Rom. 7:14 and Heb. 8:10. (Note: The teacher should underline with a special color all comments in Patriarchs and Prophets which show broader aspects of the law. For example, the significant statement in the second command-ment is "In prohibiting the worship of false gods, the second commandment by implication enjoins the worship of the true God*1 (PP 306) . Only this sentence need be underlined from the comments on this commandment.)
(Note: See RESOURCE MATERIALS number 1 and 1BC 1105 and 1106 for added comments on the second commandment.)
2.	Ask those who are prepared to give monologues suggested by number 8 to present them at this time.
3.	Discuss numbers 3, 4, 5, and 9. Let students locate references as the questions are discussed. (Note:
For background reading on Matthew 5 mentioned in number 5 see Mount of Blessings. While Matthew 5 was studied in Unit III of the Breakthrough With God course, the concepts are worth reviewing at this time. See "Corral or Barricade" in WORTH THINKING ABOUT and the quotes from MH 114 and ISM 255 in the Lead-in.)
(for 2nd day)
(for 3rd day)
PRESENTATION (for 1st day)
1. Discuss answers to numbers 1, 2, and 7.
2. As a class come to concensus answers to each section in number 10 and number 12.
3· If you have time remaining, ask the class to begin memor-izing the Ten Commandments. Make available 3	3x5 cards
to each student who wishes to write the Ten Commandments on them to drill in spare moments. Give the students a week in which to memorize the commandments. (Note: Many
(for 2nd day)
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of the students will already know the commandments from memory. Suggest that they begin to work on the next assignment.)
(for 3rd day)	1. Since the laws of government are based on principles
in the Ten Commandments, decide which of the Ten Command-ments are violated by each of the cases mentioned in You and the Law.
(Note: You and the Law is an excellent little booklet available from Kiwanis International, 101 East Erie Street, Chicago, Illinois, 60611, for $5.00 per 100.
Some local Kiwanis clubs may be willing to donate the booklets to your class.)
(Note: Point out that though a person evades the courts of the land, God is having His own court session in
heaven considering all violations of the Ten Commandments by professing Christians.)
(Note: This discussion could profitably lead into con-sideration of the seriousness of so-called "pranks." In a tactful way let it be known that the teachers are available for helping students to make restitution or to clear their names of misdemeanors or crimes. Mention that students who know of other students who are con-tinuing to commit misdemeanors or crimes are accountable also. Discuss how to make things right. Apply principles from Matt. 18:15-20.)
1. a. Laws given to Moses (the amount of restitution was less)
b.	Both required restitution of more than the object stolen
c.	Very severe (death)
d.	Laws of Moses (the slave worked three years longer, but he received a liberal severance pay)
e.	Laws of Moses (divorce was granted only on the grounds that the woman was guilty of some serious misbehavior and then a legal clearance was necessary)
f.	Laws of Moses (attitudes toward the authority of parents implied attitudes toward God)
g.	Laws of Moses (the same punishment was given regard-less of social class)
h.	Laws of Moses (Hammurabi's law considered the injury as against the master's property rather than the slave's person)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
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i· laws of Moses (the fine might be higher under Hebrew law, but an excessive fine was controlled by the judge)
j. the individual causing death must pay the penalty not another
(NOTE: For interpretation and background see the SPA Bible Commentary on the texts listed. Also check the references mentioned in the "Optional Project" on page 78 in My Kind of People. In addition, see Merrill
F.	Unger, Archeology and the Old Testament (Grand Rapids, Mich.: Zondervan Publishing House, 1954), pp. 154-157.)
(NOTE: The term translated "indecency" in Deut. 24:14־ [see SUGGESTED ANSWERS, 1 e.J is vague. Ancient rabbis debated its meaning. The strict school of Shammai allowed only adultery and serious misconduct as grounds for divorce, but the more liberal school of Hillel would accept any reason, however trivial, such as charges that a wife was a bad cook or merely that the husband pre-
ferred another woman. Jesus’s ideas were similar to the stricter school !Matt. 5:31, 32; 19:7-97.)
(Bible Writers)	2. Exodus 21: Laws about slaves and killing
Exodus 22: Laws about theft, borrowing, and unfor-tunates
Exodus 23: Laws about justice, annual feasts, and accompanying Angel
3.	v. 2 — "Lord your God, who brought you out of Egypt, out of the house of bondage. "
v. 6—"Showing steadfast love to thousands of those who love me and keep my commandments."
v. 12—"Land which the Lord your God gives you
4.	Love to God; love to neighbors
(NOTE:	"The law was not spoken at this time exclusively
for the benefit of the Hebrews. God honored them by making them the guardians and keepers of the law, but it was to be held as a sacred trust for the whole world. The precepts of the Decalogue are adapted to all mankind*
105
and they were given for the instruction and government of all. Ten precepts, brief, comprehensive, and authoritative, cover the duty of man to God and to his fellowman; and all based upon the great fundamental principle of love. ’Thou shalt love the Lord thy God with all thy soul, and with all thy strength, and with all thy mind; and thy neighbor as thyself·’ Luke 10:27. See also Deut. 6:4, 5; Lev. 19:18. In the Ten Commandments these principles are carried out in detail, and made applicable to the condition and circum-stances of man" /TP 305].)
5.	a. It was binding upon all.
b.	A heart changed by the gospel goes beyond observing the letter of the law by joyfully keeping even its finer aspects.
c.	An angry attitude
d.	A lustful look or cherished desire
6.	Memory gem: Ex. 20:3-17
7.	Ex. 20:21-26	(2)	Ex.	22:19	(7)
Ex. 21:1-6	(5)	Ex.	22:20	(1)
Ex. 21:7-11	(7)	Ex.	22:21-27	(6)
Ex. 21:12-15; 18-36 (6, 5) Ex.	22:28	(3, 5)
Ex. 21:16	(8)	Ex.	22:29, 30	(1)
Ex. 21:17	(5)	Ex.	22:31	(6)
Ex. 22:1-8	(8)	Ex.	23:1-3	(9)
Ex. 22:9-15	(9)	Ex.	23:4, 5	(10)
Ex. 22:16, 17	(7)	Ex.	23:6-11	(9, 6)
Ex. 22:18	(1)	Ex.	23:12, 13	(4)
(NOTE: All of the answers are obvious, based on the broad principles found in PP 305 to 309 except Ex. 22:31. The suggested answer given here is based on the premise that the meat mentioned was unhealthful and would injure health. Most of the cases listed can have alternate answers based on secondary principles from other command-ments.)
* 8. Answers will vary.
9.	"All true obedience comes from the heart." "If we
consent, He will so identify Himself with our thoughts and aims . . . that when obeying Him we shall be but carrying out our own impulses" (DA 668). *
(Modern
Messenger)
*10. Answers will vary.
(Mean to You)
a. Keeping the law frees one from many heartaches.
(NOTE: See WORTH THINKING ABOUT "Corral or Barricade.")
James 1:25; 2:12—law of liberty
Rom. 6:15-23—through Christ free from sin (law break-ing)
Ps. 119:44, 45—walk at liberty because keep law
jb. God's creatures are designed to function according to God's laws. If they reject them, they destroy themselves.
Rom. 7:12—law is holy, just, good Ps. 19:7-11—law rejoices the heart
c.	Calvary totally disproved this charge. God paid the penalty of the law Himself.
Ps. 19:7-11—law warns of danger, rewards for obedience Matt. 22:34-40—law depends upon love
1 John 2:3-6—if love Christ, able to keep law
d.	To change the law would be to destroy God who is per-feet. Perfection does not err. Jf God erred, He would not be God.
Ps. 19:7—law is perfect, sure, right, pure, true Matt. 5:17-19—not one jot or tittle needs changing
e.	Salvation by works denies the entire plan of salvation and discounts the magnitude of the sin problem.
Rom. 7:15-25—law breaking brings frustration, Christ provides the only way to keep the law.
Gal. 2:16-21—only through grace can one keep the law
f.	Satan cannot understand love.
Rom. 8:1-11—Christ provided a way whereby the penalty for law-breaking could be paid and power for law-break-ing given.
Rom. 3:31—through faith upheld law
Persons who keep the respective commandments exhibit the following beautiful characteristics in their lives, thus making them happier: 1
(1)	reverence, humility, love
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107
(2)	godliness, high sense of self-worth
(3)	clean speech, graciousness, courtesy, tact
(4)	relaxed attitude, trust, courage, sense of rightness despite what others are doing
(5)	family happiness, unselfishness, love
(6)	love for all mankind, fearlessness, good health
(7)	noble, clean, pure thoughts; sympathy; true love
(8)	respect and appreciation for the rights, property, and influence of others, beneficence
(9)	clean conscience, dependability, honesty
(10)	happy for the success of others, contentment
12.	"Guardians and keepers of his law" (PP 305) ; to demon-strate to others the benefits which result from keeping God's law (Deut. 4:6-9); to preach the three angels, messages in their fullness to the world (GC 436, 453, 454).
1.	Are pictures condemned by the second commandment?
"A few condemned pictures, urging that they are prohibited by the second commandment, and that everything of this kind should be destroyed. . . . The second commandment prohibits image worship; but God Himself employed pictures and symbols to represent to His prophets lessons which He would have them give to the people, and which could thus be better understood than if given in any other way" (Ellen White in 1BC 1106).
"It is sometimes a difficult matter to tell just where the line is, where picturemaking becomes a sin. But those who love God and desire with all their hearts to keep His commandments, will be directed by Him. God would not have them depend on any man to be conscience for them" (2SM 320).
"Many spend considerable sums for photographs to give to their friends. Picture taking is carried to extrav-agant lengths, and encourages a species of idolatry"
(CS 295).
"As I visit the homes of our people and our schools, I see that all the available space on tables, what-nots, and mantelpieces is filled up with photographs. On the right hand and on the left are seen the pictures of human faces. God desires this order of things to be changed. Were Christ on earth, He would say, ’Take these
RESOURCE
MATERIALS
108
things hence.* I have been instructed that these pictures are as so many idols, taking up the time and thought which should be sacredly devoted to God" (MYP 316).
"This making and exchanging photographs is a species of idolatry" (MYP 316).
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12.
The Treaty of the Great King
LESSON PURPOSE
To inspire youth to reaffirm their baptismal covenants.
PERFORMANCE OBJECTIVES General:
Describes the old covenant.
Knows the relationship of the covenants.
Recognizes the significance of the baptismal covenant. Specific:
OUTLINE
Lead-in: God’s covenant with Israel.
Bible Writers: The basis, terms, expected results, and ritual of the old covenant.
Modern Messenger: The relationship of the old covenant to the new covenant. Mean to You: The covenants with Israel compared to the baptismal covenant.
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1.	Read the Lead-in and do numbers 1 and 2.
1.	Do number 7, the Optional Discussion questions after number 7, and number 8.
1.	Give a lecture on the covenants and answer questions 3 through 6. Do not specifically point out the number to the students as you answer each question· Ask them to be alert and write answers as you come to that number·
Of course, the lecture should be arranged in the same sequence as the numbers in the student’s book so that they can anticipate the area you will cover. Do not rush into the area of another number until students have had time to write answers to the previous one.
(Note: Additional background reading can be found by reading the entire chapter entitled "The Law and the Covenants,11 in Patriarchs and Prophets, pages 363 to 373· See also the SPA Bible Dictionary on "Covenant,11 F. D· Nichol, Answers to Objections, "Objection 5," and PK 293 to 300.)
(Note: While the teacher should be well prepared with background reading, the lecture should be kept simple and should flow smoothly. The topic of the covenants can easily become very complex and too heavy for tenth-graders.)
1.	Ask the pastor to come to the class and discuss the obligations and privileges of membership in the church.
Ask him to answer questions 9 a., c., d., and e. in the course of his talk. Acquaint him with the entire lesson which you are studying so that he can synchronize his talk with the covenant concept. Ask him to bring baptismal forms and explain how he reports baptisms to the conference. (Note: You may wish to ask the pastor to return to the class to discuss number 6 in
Lesson 13 since this is a delicate area.)
2.	Ask the church clerk to explain the recording of names after baptism and the process of transferring or receiving members from another church. Ask the clerk to bring copies of the forms and the church record book to show
to the class. Ask the students to answer briefly 9 b. after the clerk has finished talking.
I. So that He could covenant with Israel to become His special people.
ASSIGNMENT (for 1st day)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
The Old Covenant
2
(Bible Writers)
a.	He had rescued Israel from Egypt
b.	Reasons for God's favor: "because Lord loves you;"
to keep "oath which He swore to your father;" to drive out wicked nations.
Favor not given by God to Israel because: Israel was more in number; Israel was very righteous.
c.	The Ten Commandments
d. To obey Lord's voice and keep His covenant; to fear the Lord; to walk in His ways; to love Him; to serve Him; to keep the commandments or die.
e.	Results of keeping the covenant: be holy; become wise; be given Canaan; be God's chosen people; children, crops, livestock would multiply; have good health;
be exalted high above all nations; defeat national enemies; receive favorable seasons; become rich.
Results of breaking the covenant: crops and livestock cursed; be frustrated in projects; be destroyed by disease, natural disasters, war, madness, home troubles, crimef slavery, poverty, famine, bareness and depression.
3. Name—Lord your God; Title—Redeemer (Ex. 20:8); Creator (Ex. 20:11); Territory—heaven and earth (Ex. 20:11).
4.	Ex. 24:3—The terms of the covenant were rehearsed.
Ex. 24:3—The covenanters agreed upon the conditions.
Ex. 24:4—The covenant was recorded.
Ex. 24:4—An altar and twelve pillars were built.
Ex. 24:5—Sacrifices were burnt.
Ex. 24:6—Half of the blood was thrown on the altar.
Ex. 24:7—The covenant was read.
Ex. 24:7—The covenant was again agreed upon.
Ex. 24:8—Half of the blood was sprinkled on the people.
5.	To impress the people with the glory and majesty of the Lord with whom they had just made a covenant.
(NOTE: See PP 312:2.)
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God proposed:
—to exalt the Israelites from a race of slaves to a world power.
—to commit to them His law as a sacred trust.
—to preserve through them a knowledge of God.
—to enlighten the world and appeal to them to serve God.
—to demonstrate the superiority of God’s worship over idolatry.
b.	The covenant of grace "offered pardonf and the assisting grace of God for future obedience through faith in Christ. It also promised them eternal life on condition of fidelity to God’s law11 (PP 370:2).
c.	God hoped to bring men again into harmony with the divine will and place them where they could obey God’s law (PP 371:0).
d.	God hoped to teach:
(PP 371:3)—”the holiness of God."
— "the exceeding sinfulness of their own hearts.
—"their utter inability, in themselves, to render obedience to God’s law."
—"their need of a Saviour.”
(PP 372)— "Though a covenant which they had broken .
. . they were brought to feel their need of the Saviour revealed in the Abrahamic covenant. . . . Now they were prepared to appreciate the blessings of the new covenant.”
e.	The old covenant helps a person to know what he ought to become and the new covenant helps a person to know how to become.
(NOTE:	"Through the grace of Christ we shall live in
obedience to the law of God written upon our hearts" /־PP 372:2;.)
"God’s work is the same in all time." "The teacher is the same in both dispensations.	God’s claims
are the same. The principles of His government are the same." (PP 373:2).
(Modern	6. a.
Messenger)
f.
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(Mean to You)
Optional
Discussion
the church members of both churches vote approval
or disapproval.
(NOTE: Listed here is the step by step process:
(1)	Apply to clerk (1) of the church with which you wish to unite·
(2)	Clerk (1) sends a request form to clerk (2) where the person requesting transfer holds membership.
(3)	Clerk (2) brings the request to the pastor, who lays the request before the church board.
(4)	The board votes favorably or otherwise.
(5) If the board votes favorably, the pastor or elder then announces the request to the church as a first reading.
(6)	One week later, the request is presented to the church again and the church votes on the matter.
(7)	If anyone wishes to object, after the first read-ing, he may ask the pastor to refer the name back to the board. He then appears before the board to state his objection. The board votes again.
7.	There is a mutual covenant with responsibilities upon both parties—God and the one baptized. The ones baptized act their part in obedience and the Trinity act their part in helping the baptized ones to obey.
*	Christ has made baptism a ״positive condition with which all must comply who wish to be acknowledged as under the authority of the Father, the Son, and the Holy Ghost.״ Those baptized publicly declare that they have "renounced the world" and become "members of the royal family."
*	To acknowledge that we submit to their authority and control and depend upon their assistance to be what they expect.
*	Death of self and the resurrection to a new man in Christ.
8.	a. Feet washing and Lord’s Supper
b.	Sabbath
c.	Personal daily devotions
9.	a. Baptism
b. The clerks of the two churches involved correspond;
(8)	Clerk (2) then fills out a form granting the transfer and sends it to clerk (1).
(9)	The same procedure is followed for admission into the church—board action, two readings, and church action on two readings.
(10)	Clerk (1) then records the name in their church record book and sends a form back to clerk (2) stating that the person requesting transfer has been accepted into the new church. Clerk (2) then deletes the name from their church record book.)
c· After an investicration of the person9s past church relationships and conduct. If there is a serious question, the person’s record should be cleared by the conference committee or the church where member-ship was formerly held. The person should be living a consistent Christian life.
d.	The church holds no retired list. Either names are on the church books or off.
e.	They should be encouraged to be rebaptized.
Persons who have apostatized should be rebaptized.
(NOTE:	Since there is usually a great change in
beliefs and practices by those coming from other denominations; such as dress, diet, Sabbath keeping, and tithing, rebaptism is encouraged.
Persons who have been baptized by immersion in some
other denomination and testify that they had experienced conversion may be taken into church member-ship on profession of faith. Persons whose member-ship is held in a country where communication is im-possible, may be taken into the church on profession of faith without rebaptism or letter of transfer.
Persons who have violated any of the seven principles in the SPA Church Manual tinder "Reasons for Which Members Shall Be Disciplined" should be rebaptized.
Others who are lukewarm should renew their commitment at the feet washing and Lord’s Supper.)
1.	Quotes on covenanting with Christ
DA 651:2; COL 279:1; SD 15:1; 40:3; CS 74:2; 75:1.
RESOURCE
MATERIALS
115
13.
The Death Dance
LESSON PURPOSE
To examine the ways in which God desires for His church to deal with apostasy within the church.
PERFORMANCE OBJECTIVES General:
Understands Israel’s apostasy.
Explains SDA Church discipline.
Specific:
OUTLINE
Lead-in:	The apostasy of Israel around the golden calf.
Bible Writers: Israel breaks her covenant with God.
Modern Messenger: Practical lessons related to Israel’s apostasy. Mean to You: SDA Church discipline.
ASSIGNMENT (for 1st day)
1.	Read the Lead-in and do numbers 1 and 2.
2.	Ask the students to bring Patriarchs and Prophets to the next class.
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116
1.	Do number 5.
2.	Ask three students to give reports on the three items in number 6. (Note: You may wish to ask the church pastor to present this topic since it is a delicate subject.)
1.	Review Exodus 32, 33, and 34 as a class by filling in answers to number 3. (Note: Ask the class why God changed His mind? ״What part of this experience showed the mercy of God? The justice of God?")
2.	Spend the remainder of the class doing number 4 either individually or in small groups.
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)	1. Let the three students give their reports or let the
pastor present the topic. Students should take notes in answer to number 6.
2.	Discuss Optional Discussion items.
I. The old superstitions of Egypt were still impressed
upon their minds. Many Egyptians had come along and led out in the idolatry.
SUGGESTED
ANSWERS
(Bible
Backgrounds)
117
(Bible Writers)	2.	SUMMARY CHART OF EXODUS 32 AND 33
EXODUS 32	EXODUS 33
THE GOLDEN CALF	ISRAEL REPENTS
1-6	1-3
When Moses delayed to return from	The Lord repeated His
the mountains, the people asked	statement that He would
Aaron to make a god to lead them.	send an angel with Israel
The people brought ornaments;	but would not go with
Aaron made a molten calf· The	them personally.
people reveled before the calf ·
4-6
7-10	The Lord told Moses to
The Lord told Moses to return to	tell the people to take
camp. He asked Moses to let Him off their ornaments while destroy the Israelites and He	He decided what to do
would then bless Moses.	with Israel.
11-14	7-11
Moses asked God to remember His	Moses took the tempor-
promise to his forefathers to	ary tabernacle outside
multiply Israel. The Lord said He the camp. The repentant would not destroy the Israelites. went out to the tent
then returned to their
15-20	tents. Moses entered the
Moses broke the stone commandments tent and the Lord appear-before the Israelites, ground the ed in a cloudy pillar. calf to powder, scattered it in the The people rejoiced in water, and made the people drink their tents. the water.
12-16
21-24	Moses told the Lord that
Aaron lied and made excuses for	if He would not go with
his treason.	them then they wouldn't
go. Since the nations
25-29	had heard that God was
Moses called the faithful ones	leading, what would they
to come aside and the tribe of	say? God's presence was
Levi responded. He commanded	what made them distinct.
them to kill all who were
rebelling. Three thousand men	17-23
were slain.	The Lord agreed to go.
Moses asked to see God's
30-34	glory. The Lord told
Moses asked the Lord to forgive	Moses He would show him
the people or blot his name out	His back.
of God's book. God told Moses that He would forgive the people, but He would not go further with them. He would send an angel along.
35
A plague killed more rebels·
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SUMMARY CHART OF EXODUS 34
EXODUS 34
GOD RENEWS HIS COVENANT
21-24
The Israelites were to oh-serve the Sabbath, the harvest feasts of spring and fall.
25, 26
The Passover was to be observ-ed, first fruits dedicated, and no kids boiled in their mother’s milk.
27, 28
Moses was to record the re-newed covenant, Moses was with the Lord forty days and forty nights. The Lord re-wrote the Ten Commandments.
29-35
Moses’s face shone when he returned to camp; the people were afraid, so Moses wore a veil.
1-9
Moses was instructed to cut two more tables of stone and come up into the mountain. Then the Lord passed before Moses as a merciful, grac-ious, Lord who will forgive the repentant and punish the unrepentant.
10
The Lord renewed the cove-nant.
11-16
The Lord said that He would drive out the Canaanite nations. Israel was not to make a covenant with them. They were to destroy their idols.
17
The Israelites were to make no molten gods.
18-20
The Israelites were to ob-serve the feast of unleav-ened bread and redeem their firstborn.
3.	Ex. 32:7-10—the Israelites broke the covenant with God by worshiping an idol.
Ex. 32:15, 16, 19—Moses broke the two tables of stone on which were written the law—the basis of the covenant.
This symbolized that the covenant was broken.
Ex. 33:1-3—The Lord offered to fulfill the covenant to Moses who had not broken the covenant. The Lord said that He would send an angel to help Moses get to Canaan, but He wouldn’t go with them.
Ex. 33:12-17—Moses refused the offer and said that he would not go unless the Lord went with him and took Israel. The Lord agreed to do this.
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Ex. 34:9, 10—Moses asked the Lord to pardon their iniquity. The Lord promised to do so and renew the covenant.
Ex. 34:27, 28—God renewed the covenant and wrote the commandments again.
*4. a. Answers will vary. Some possibilities are:
pp 315:2—Delay in expectations from the Lord should provide time for reflection rather than rebellion.
PP 316:2—Firmness in the Lord not vacillation is needed in a time of spiritual crisis.
PP 317:2—A religion that permits sin while maintain-ing a form of worship pleases the unconsecrated.
(NOTE: See RESOURCE MATERIALS numbers 1 and 2.)
b. Careless, inattentive, lawless. Meditation upon the law of God to prepare for further revelations.
*c. Aaron—changeable, undecided, fearful, compliant,
yielding, menpleaser, dishonest, repentant, humbled, dignified, pleasant speaker, gentle, patient.
Moses—abhorred evil, courageous, righteously indig-nant, totally unselfish.
Answers will vary in completing the sentence, d. Stand firm for right even if it costs life itself.
*e. Answers will vary.
(NOTE: By example and persuasion students influence other students to be companions in evil, to break the laws of God, parents, school, or government.)
f.	(1) "It was the mercy of God that thousands should suffer, to prevent the necessity of visiting judgments upon millions. In order to save the many, He must punish the few" (PP 325:3) .
(2)	To protect Israel from falling as "a prey to their numerous and powerful foes" (PP 325:3).
(3)	"As a lesson to all succeeding generations, that crime should be promptly punished" (PP 326:0).
"A mercy to the sinners themselves" to prevent "hatred and strife among themselves." "They would eventually have destroyed one another"
(PP 326:0).
(Modern
Messenger)
(4)
120
5. Memory gem: AA 12.
(Mean to You)	*6. Answers will vary.
Optional	* It provides ample opportunity for repentance, yet deals
Discussion	firmly with the matter.
*	To restore the erring member to a renewed experience.
(NOTE: Taking church action against an erring member should help him to realize the seriousness of the situa-tion before it is too late. The person may thereby
recognize that God will sadly take his name off the books in heaven if he is unrepentant.)
*	All saints are sinners. The main difference between a saint and sinner is that the saint has met Jesus, therefore, he cannot continue to sin deliberately.
*	When a member continues to violate tests of fellowship despite repeated counsel.
RESOURCE MATERIALS
1.	From Apathy to Cheap Grace*
"We are all painfully aware of the apathy that has characterized many of our young people. The ,we couldn’t care less1 attitude has perplexed parents, teachers, and youth leaders. This apathy has revealed itself in a lack of personal religious commitment and experience. Among the apathetic group, nearly everything of a religious nature has been greeted with hostility or with a bored sigh. Bible reading, prayer, worship, and witness have not been a part of their life-style. In some cases maturity has changed this attitude. In too many instances the young people involved have drifted into the world and joined the great company which no man can number of ex-Adventists.
"But during the past few years a new development has taken place. Scores and hundreds of young people in Adventist churches and schools have "found Christ." Their previous apathy has been replaced by enthusiastic witness. Young people who had nearly forgotten how to pray now participate in all-night prayer meetings. Long neglected Bibles have been dusted off and are now carried everywhere. The name of Jesus is constantly on their lips.
"Many of these young people have experienced real conversions, and we thank God for what He has done for them. But like many of the healing drugs of our day, most revivals seem to have some undesirable side effects. In the case of the recent revival movement among our young people, the distressing fact is that some of the ’converts’ take an attitude like the fifty young people in the church I have just described. Please let me emphasize that this does not discredit the whole revival movement.
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"The problems that concern us may be summarized as follows: (1) Some of these seemingly very earnest young people understand righteousness by faith to mean that they should be free from restrictions regarding how they dress, how they observe the Sabbath, the type of music they sing and play, whether or not they go to church, and other duties and practices that have been long considered part of the Adventist way of life. (2) Some of these young people are extremely hostile to the church—1the establishment’ as they term it. They consider older people as generally insincere. They are indifferent to Christian worship and to the institutions and traditions of the church. (3) While they carry Bibles, careful Bible study ’turns them off.’ They talk much about Jesus, but they actually know little about Jesus’ life and teachings. They operate pretty much on a superficial emotional level.
"But we must not go to extremes in self-flagellation. In addition to our failures, the issue is complicated by the fact that many of the contemporary Christian religious movements, with all their virtues, are quite undisciplined. ’The desire for an easy religion that requires no striving, no self-denial, no divorce from the follies of the world, has made the doctrine of faith, and faith only, a popular doctrine’ (GC 472).
You see what has happened. We have been guilty of overstressing the disciplined life at the expense of the grace of God. Movements come along that stress the grace of God at the expense of a disciplined life.
At this point the inex oeiienced youth is in danger of swinging from apathy to cheap grace.
"Our basic problem is this: Real Christianity involves discipline; and young people, as well as many older people, don’t like discipline. They have grown up, many of them, in homes that were either too permissive or too strict. In either case, they didn’t develop a respect for authority. They haven’t had to work very hard. The more rules that have been removed, the more they resent the few that are left.
"They feel empty and restless, and many are reaching out for Christ to satisfy their hunger; but they want a Christ who will not interfere too much with their easy-going life, their standards of music and reading, their entertainment, their dress, their eating and drinking. Certain theological deviations have given encouragement to this viewpoint; thus we have a permissive Jesus who fits comfortably into the spirit of the age. Cheap grace has made advances in the contemporary religious world, and we have not entirely escaped its influence.
"It is my conviction that we must preach Jesus as never before and also preach the law as never before. We must preach the truth as it is in Jesus. We must not let the idea spread that when a person accepts Christ all discipline, all effort, all works are left behind. Christ gives us a new motivation that should result in more fruitful, more careful, more disci-plined lives.
"There is one thing I would like to make clear. I am not inferring that the young people who have come to Christ are an immoral lot or are guilty of gross misconduct. To the contrary, many of them have been delivered from drugs and have greatly improved the quality of their lives. But if these young people do not understand all the implications of the gospel, if they do not see the place of discipline and good works in the plan
123
of God, they are likely to neglect the cultivation of graces that they seriously need.
"Let us preach a mature gospel that gives Christ His proper place, but that does not undersell human commitment and responsibility. We have it on Scriptural authority that faith without works is dead. Christians must be ’men made new.1 While all of this is the work of the Spirit, we must remember Paul’s statement, ’The spirit has given us life, He must also control our lives’ (Gal. 5:23, TEV)."*
*Condensed from Norval F. Pease, "From Apathy to Cheap Grace," portion of a paper read at Andrews University, Jan. 25, 1972. Used by permission.
2.	Moses and Music
Even as 400,000 persons attended the rock festival at Woodstock, N.Y., thousands of Hebrews attended the wild celebration around the golden calf. Both featured frenzied protest music and swirling bodies. Both had "soul" experiences as the pounding beat of loud music overcame the
entire person. Those who sang and danced around the golden calf thought that they enjoyed genuine religion, because they felt it deep inside.
As Joshua came down Mount Sinai, he thought that he heard the "noise" of battle (Ex. 32:17), but Moses told him that it was "the noise of them that sing" (Ex. 32:18, KJV). There was singing, but to Moses it was only noise. Decibels of debauchery.
What kind of man was Moses who stood before that beserk horde of naked dancers? He was a man whose heart broke with compassion—who pleaded with the Lord to save them. To be sure, he stopped the music and purged the camp, but He pleaded with God for mercy on those who would repent.
Fourteen hundred and seventy-six years later the same God who guided Moses in cleansing the camp of Israel lifted up a whip and drove money sharks and cattle dealers out of His temple, "but tears were in His voice as He uttered His scathing rebukes" (SC 12).
Today our generation deserves the wrath of God.’ The stomping beat of pagan music has even invaded church sanctuaries. But those who desecrate worship with irreverence, vulgarity, and presumption are each one a blood-bought soul. Christ would have died for that person if he were the only one who had sinned. Today God is looking for those who will hate sin with intense hatred, but who will in love help the sinner to be separated from it and enjoy the true peace of God.
"A life in Christ is a life of restfulness. There may be no ecstasy of feeling, but there should be an abiding peaceful trust’! (SC 70) .
14.
Come Before His Presence
LESSON PURPOSES
To challenge students to assume financial responsibilities for providing and keeping up an adequate place for worship.
PERFORMANCE OBJECTIVES General:
Summarizes God’s purposes for the sanctuary.
Interprets the meaning of the sanctuary symbols.
Applies lessons from the sanctuary to church buildings today. Specific:
OUTLINE
Lead-in:	Contrast between the nature of Egyptian and Israelites religions.
Bible Writers: God’s purposes for telling Israel to build a sanctuary. Modern Messenger: Meaning of the sanctuary symbols.
Mean to You: God’s purposes for church buildings today.
ASSIGNMENT (for 1st day)
1.	Read the Lead-in and do numbers 1 through 3.
125
2. Ask the students to bring Patriarchs and Prophets to class·
3· Ask a student to prepare a five-minute report based on the Optional Project before number 13 on page 102·
(for	2nd	day)	1·	Do number 13.
(for	3rd	day)	1.	Continue to work	on exercises begun in class.
(for	4th	day)	1·	If more time is needed to complete	exercises,	let students
continue to work on them· (Note: See PRESENTATION for 3rd day·)
PRESENTATION	1.	Divide the class	into small groups	of two or three to	study
(for 1st day)	one or two exercises of numbers 4 through 12. Consider the
sections of numbers 11 and 12 as individual exercises. Each group should formulate an answer, choose a spokesman, and report to the class their conclusions· The rest of the class should record their findings.
2. Let the student give the five-minute report on the Optional Project.
(for 2nd day)	1. Ask the students to do in class either number 14 or 15.
2. Ask those who wish to form groups of three to five to
do both numbers 16 and 17. (Note: See RESOURCE MATERIALS number 1.)
(for 3rd day)	1. If students need more time to complete exercises, plan
for the local church treasurer to come to the class as suggested in the Optional Project on page 103.
2. If there is time remaining and some students have completed their exercises, ask some students to read their essays to the class or report on numbers 16 and 17.
(for 4th day)	1. Listen to the reading of essays based on numbers 14 or
15 and the giving of reports based on 16 and 17.
SUGGESTED	I. The religion of the Hebrews was reasonable and it was not
ANSWERS	based on superstition. It elevated worshipers to become
(Bible	like God—it did not corrupt them to become like animals.
Backgrounds)	Their religion was directed toward a God of love, righteous-
ness, and salvation. It did not financially impoverish its followers.
126
*2. Answers will vary. Because the Israelites were accustomed to material representation of Diety in Egypt, and it was difficult for them to conceive of an unseen God. He gave them a symbol of His presence.
(NOTE: See quote from Ed 34, 35 on page 98 of the Lead-in. Also notice the first paragraph in PP 315.)
25—	Offerings for the Tabernacle.
26—	The Tabernacle Design.
27—	The Altar and Courtyard
28—	Priestly Dress
29—	Ceremonies of Consecration
30—	Incense, Oil, and Perfume
31—	Bezalel, the craftsman
Exodus
Exodus
Exodus
Exodus
Exodus
Exodus
Exodus
3.
4.	God appeared to have a pavement of sapphire stones under His feet (Ex. 24:9-11); like the heaven for clearness; human form, like gleaming bronze fire; like a bright rainbow (Eze. 1:26-28); like jasper and carnelian, emerald rainbow, and crystal glass (Rev. 4:2, 3, 6).
*5. Answers will vary. God probably wanted to impress Moses that no building could in reality contain Him.
6.	God told Moses to remove the temporary tabernacle from the camp. God wanted to show that He would not dwell with wicked people.
7.	God revealed Himself as merciful, gracious, slow to anger, abounding in steadfast love and faithfulness, forgiving sins, punishing evildoers.
8.	Bring their gifts for the sanctuary.
9.	Both were brilliant and glorious. The tabernacle had progressive areas from the place a sinner stood to the place where God manifested Himself most gloriously— courtyard, holy place, most holy place, ark, mercy seat.
This represented the truth that though sinners are separated from God by sin, a way has been provided to reach God. Sinners cannot presumptuously face a pure and holy God and live.
*10. Answers will vary. To prevent idolatry. To prevent
superstitious veneration of objects and thus stifle faith in an omnipresent God. *
*11· a. Answers will vary. ”Now the people might conclude,
because the object had in view was the glory of God, and also because of their great need of a place of worship, that they would be justified ip working at the build-ing upon the Sabbath. To guard them from this error, the warning was given. Even the sacredness and urgency
(Bible Writers)
127
of that special work for God must not lead them to infringe upon His holy rest day" (PP 314).
(NOTE: Also, it may have been that the Lord did not want them to worship the tabernacle itself, but the Lord of the tabernacle. "Not by seeking a holy mountain or a sacred temple are men brought into communion with heaven. Religion is not to be confined to external forms and ceremonies. The religion that comes from God is the only religion that will lead to God. In order to serve Him aright, we must be born of the divine Spirit. This will purify the heart and renew the mind, giving us a new capacity for knowing and loving God. It will give us a willing obedience to all His requirements. This is true worship. It is the fruit of the working of the Holy Spirit. By the Spirit every sincere prayer is indited, and such prayer is acceptable to God. Wherever a soul reaches out after God, there the Spirit’s working is manifest, and God will reveal Himself to that soul. For such worshipers He is seeking. He waits to receive them, and to make them His sons and daughters” /,DA 1897·)
h. The Egyptians had given them their valuables to get them out of Egypt (Ex. 11:2; 12:35, 36).
c.	Gifts from a generous heart (Ex. 35:5); whose heart stirred (Ex. 35:21); who were of a willing heart (Ex. 35:22); as their freewill offering (Ex. 35:29).
d.	The people brought "much more than enough" (Ex. 36:
5).
e.	The people were prompted by fearf uncertainty, and emotion to give for the golden calf. They were prompted to give for the tabernacle by reverence, appreciation for redemption, and the prospects of visible symbols of worship.
12. a. "By their apostasy, the Israelites forfeited the divine Presence. . . . But . . . they were again taken into favor with Heaven" (PP 343:1).
"Chosen men [former slaves] were especially endowed by God with skill and wisdom for the construction of the sacred building" (PP 343:2).
"The holy places made with hands were to be 9figures of the true, 9 9patterns of things in the heavens9 — a minature representation of the heavenly temple"
(PP 343:2).
"A large amount of the most precious and costly material was required; yet the Lord accepted only freewill offerings" (PP 343:3).
(Modern
Messenger)
5-EBT-II
128
"The murmurings of the Israelites . . . are recorded as a warning . . · Their devotion, their zeal and liberality, are an example worthy of imitation" (PP 344:5).
While the Israelites were looking at the completed sanctuary "the pillar of cloud . · · enveloped it." Their gladness "welled up in tears of joy" (PP 349:4-350:0).
(NOTE: God had formerly removed the temporary tabernacle from the camp; now the new tabernacle was in the very center of the camp·)
b.	The lamps on the candlestick "shed their light by day and by night" (PP 348:1).
"Day and night the incense diffused its fragrance throughout the sacred apartments, and without, far around the tabernacle" (PP 348:1).
(NOTE: The cleanliness laws for the priests, the burning of sacrifices, the explicit health laws in other areas of life and the intense sunlight in the desert area suggest that a large number of sacrifices could be made and sanitation still be preserved·)
c.	"Moses examined all the work. . . .,And Moses blessed them’" (PP 349:4). "The pillar of cloud" enveloped the sanctuary (PP 349:4).
d.	"The tribe of Levi was set apart for the service of the sanctuary . . . The priesthood, however, was restricted to the family of Aaron." "A special dress was appointed for the priests" (PP 350:1, 2).
e.	By a voice from the cloud (PP 349:1). A light fell upon the angel at the right, to signify acceptance, and at the left to reveal disapproval (PP 349:1). A halo of light encircling the precious stone at the right on the breastplate was a token of the divine consent or approval, while a cloud at the left signified denial (PP 351:2).
13.	a. Represents the "daily consecration of the nation to Jehovah, and their constant dependance upon the atoning blood of Christ" (PP 352:3).
b.	"A symbol of his perfect purity who was to offer Him-self" (PP 352:3).
c.	Teaches that "the people of God are now to direct their prayers to Christ, their great High Priest, who, unseen by human vision, is pleading in their behalf
in the sanctuary above" (PP 353:1).
d.	"Represents the merits and intercession of Christ,
His perfect righteousness" (PP 353:2).
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e.	"Continual atonement" available (PP 353:2).
f* Represent "morning and evening prayer" (PP 354:0).
g.	Represents the "acknowledgment of man's dependence upon God for both temporal and spiritual food" (PP 354:1).
h.	Symbolizes the "transfer of the sin from the penitent to the sanctuary" (PP 355:0).
i. Represents "the removal of the sins" (PP 355:1).
j. Represents that "sins" will be "forever separated from the people" (PP 356:0).
*14. Answers will vary. Some areas which could be mentioned are:	that it provides a place for worship, social
fellowship, learning about God's will, consecration, repentance, renewal, praise, training for service, and evangelism.
*15. Answers will vary.
*16. Answers will vary.
*17. Answers will vary.
* It would be better to compare our churches with local synagogues rather than the temple because they were designed for local congregations. The temple was useful for a theocracy because God was able to manifest Himself in a special way in the most holy place. After the rejection of Israel, God’s plan did not include a temple in a special place (John 4:19-21; Matt. 24:1, 2).
1.	Planning a church building
A book of church floor plans which may be helpful was printed in 1953 by the Review and Herald Publishing Association for the General Conference of SDA. It is entitled Planning Church and Church School Buildings. This book can be purchased for a personal, school, or religion department library, or possibly borrowed from a local conference. A teacher could duplicate some of the basic floor plans for distribution to students who are working on numbers 16 and 17.
Some books on planning churches may be obtained from a local architect. Another source may be the local city or university library. Look under the subject heading "church architecture" in the card catalog. Some authors in this field are:
(Mean to You)
Optional
Discussion
RESOURCE
MATERIALS
130
Martin Anderson, Planning and Financing the New Church (Minneapolis, Minn.: Augsburg Publishing House,
1949).
Peter Fredricks Anson, Churches, Their Plan and Furnishing (Milwaukee: Bruce Publishing Co., 1948).
Elbert M. Conover, Building for Worship (New York: Inter-national Bureau of Architecture, 1945).
Elbert M. Conover, The Church Builder (New York: Inter-national Bureau of Architecture, 1948).
Frank Eugene Kidder, Churches and Chapels (New York: W.
T. Comstock, 1910).
John E. Morse, To Build a Church (New York: Holt, Rinehart and Winston, 1969).
John Ryland Scotford, When You Build Your Church (New York: Meredith Press, 1968).
Fredrick Roth Webber, The Small Church; How to Build and Furnish It (Cleveland, Ohio: J. H. Jansen, 1939).
2.	References for church expense offerings
Ex. 30:11-16; 2 Kings 12:4-16; 2 Chron. 24:4-14; Neh.
10:32-39; PP 525-529; Counsels on Stewardship references
on church, churches, church buildings, church expense,
church festivals, church members which relate to church
expenses.
3.	The education of Israel
The chapter in Education entitled "The Education of Israel" provides insights into God’s purpose for giving the sanctuary to Israel.
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My Kind of People
15.
LESSON PURPOSES	^
To help students to realize that life in Christ is both an individual and group relationship.
PERFORMANCE OBJECTIVES General:
Recognizes individual and group relationships in Christ.
Evaluates personal relationship with the church.
Specific:
OUTLINE
Lead-in:	God’s church—His called-out people.
Bible Writers: The priesthood of believers.
Modern Messenger: God’s purposes for His church.
Mean to You: The individual and the church group.
ASSIGNMENT (for 1st day)
Read the Lead-in and do one of the sections in number 6 or do number 7. Be prepared to report answers to the class. (Note: See that each of the sections is being done by some student.)
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Complete numbers 1 through 5.
Read WORTH THINKING ABOUT and be prepared to discuss the Optional Discussion questions on page 111.
1.	Ask students to share their findings in answer to the questions in sections of number 6 or number 7.
2.	Take class time for students to work individually on numbers 1 through 5.
1.	Ask the students to answer the questions individually in number 8. Allow sufficient time for thoughtful, candid answers. (Note: Take up students’ answers so that you can evaluate them before the next class period.)
2.	Discuss the assignment—numbers 1 through 5.
1.	Lead in a wrap-up discussion of Unit I, My Kind of People— Lesson 15 in particular. (Note: Hopefully during the study of this unit the Holy Spirit has been able to draw the hearts of students closer to the church and to increase their understanding of the privileges and responsibilities of church membership. Take into account student answers to number 8 as you lead the discussion.
Honor those who love the church and try to encourage those who may not appreciate their church membership.)
(Note: You may wish to review Lessons 9 through 15 of this unit and have a test before asking the students to do number 8. In this way they would better recall what they had studied and might be more explicit in answering the questions in number 8.)
I. Moses, pagan gods
(NOTE:	"The ’calf’ would naturally suggest itself to the
Israelites because they had witnessed in Egypt the worship of Apis the bull. But the golden calf was presumably a material representation of the true God, not of some heathen diety" [1BC 665]. In Ex. 32:5 Aaron proclaims a ”feast to the Lord.”
On the other hand, the Israelites had lowered Yahweh to the level of a pagan god by making an idol. And no doubt, the "mixed multitude" associated their revelry with the worship of Apis.
(for 2nd day)
(for 3rd day)
PRESENTATION (for 1st day)
(for 2nd day)
(for 3rd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
"But they willingly yielded up their ornaments; and from these he made a molten calf, in imitation of the gods of
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Egypt. The people proclaimed 1These be thy gods, 0 Israel, which brought thee up out of the land of Egypt.’ And Aaron basely permitted this insult to Jehovah. He did more. Seeing with what satisfaction the golden god was received, he built an altar before it and made a proclamation, ’Tomorrow is a feast to the Lord”1 /TP 3177.)
a.	Moses; to test the faith of Moses (NOTE: See PP 318:3 to 319:2.)
b.	The Lord; to claim God's promises to do what He said that He would do—to establish Israel in Canaan.
(Bible Writers) 2. They had been called out of Egypt.
3.	a. "Priests" (Ex. 19:6); "priesthood" (1 Peter 2:5); "priests " (Rev. 1:6) .
b.	"A holy nation," "a spiritual house," and "a kingdom" suggest a group.
Each person's being a priest suggests an individual experience.
c.	Each has access to God, is a part of a priesthood (or church) , and ministers both to those inside and outside the priesthood.
(NOTE: The priesthood of believers depicted in the Bible is both individual and corporate. It operates both vertically /*from GodJ and horizontally [to man]. Every member of the church is a priest and is to minister as a priest.
Each priest has access to the High Priest—Christ 7Heb. 4:14-167· Each priest may reach the High Priest without an intermediary superior priest.
A priest belongs to a priesthood—the church—of which Christ is the High Priest—the cornerstone 71 Peter 2: 4-107· No priest can set up his own priesthood with-out disassociating from Christ’s priesthood. We must become part of the church and minister within its framework. This is plainly taught in the Bible. See also AA 122, 163, 164.
A priest not only ministers to other priests, but to those who are not priests, i.e., not believers in Jesus Christ.
"God’s choice of Israel and his covenant relationship were in order that he might use Israel for a universal blessing. . . . The religion of Yahweh was not to be the exclusive privilege of Israel, but was for all mankind, and her election was to be the medium of
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blessing to all nations. Israel was therefore chosen by God that he might be revealed through her to the Gentiles. In exercising this mission Israel would fulfill the purpose of her election by bringing God to all men and all men to God."*
*From A Dictionary of Christian Theology, pages 274, 275, edited by Alan Richardson. Published in the U.S.A. by Westminster Press, 1969.	© SCM Press
Ltd., 1969. Used by permission.
4.	a. Into the church.
b.	Each person in the church is an individual member of the body just as a hand or an ear is different from yet connected to other parts of the body (1 Cor. 12:27).
c.	A Father to sons and daughters (2 Cor. 6:18).
5.	It is said to those who are in mystical Babylon. They are to come out just before Jesus returns. They are to come out of Babylon, which is "symbolic of all apostate religious organizations and their leadership" (7BC 830).
(NOTE: Those who stay in the apostate religions and partake of their sins will receive their punishment·
The call to leave these religions also is a call to unite with those who do not indulge in their sins ·)
(Modern	6. a. Symbols of the church:
Messenger)
GC 381	-	marriage	AA	13	-	river
Ed 268	-	bride	7BC 918	-	great house
-	body	6T 261	- case (for jewels)
TM 16	- fortress	- fold (for flock)
TM 17	־ temple	AA 122	- representative
TM 18 י־ depository	- channel of light
TM 19	-	property of God	CT	165	-	watchman
AA 9	-	agency	4T	336	-	witness
-	repository	5T	394	-	army
-	house of	prayer	AA	275	-	field
AA 12	- city	- building
-	theater	6T	333	-	garden
-	kingdom	MYP 96	-	vessels
-	court	4BC 1165, 1166 - bones
b. Purpose of the church :
—"help, encouragement, and strength of His people" (3T 418, 419)
— "show forth His glory" (AA 9)
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—"workers together with God for the blessing of humanity" (AA 13)
—give nations an opportunity to become "acquainted with Him" (AA 14)
—"channel of light, and through it He communicates His purposes and His will" (AA 163)
—	"proclamation of truth" (AA 600)
—"salvation of men" (SC 81)
—"carry on the work which He began” (6T 295)
—strengthen one "another in good and righteous endeavor" (6T 239)
c.	God's evaluation of the church:
—"only object on earth on which He bestows His supreme regard" (TM 15)
—"church relationship is not to be lightly canceled"
(4T 17)
—	"names will appear on the church records,—names that will appear in the immortal records in heaven" (CS 299)
d.	Duration of the church:
—"in every age the Lord has had His watchmen" (AA 11)
—"Christ has a church in every age" (6BC 1079)
—"living church of God on earth, which through the ages has been building" (PK 36)
—"church in all ages of the world" (5T 689)
—"in all ages the wrath of Satan has been manifested against the church of Christ" (GC ix)
e.	Means of communication:
—	"church ... a channel . . . through it He communi-cates His purposes and His will" (AA 163)
—	"means that He has ordained for the help, encouragement and strength of His people" (AA 164)
—"He has committed to them sacred trust and eternal truth to be given to the world" (2SM 66).
—"church on earth . . . to teach the truth, to vindicate the law of God" (TM 58)
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—"Those who stand in responsible positions in the work of the Lord are represented as watchmen on the walls of Zion"	(8T 195)
f.	The way God is known:
—"The harmony and unity of the church are the creden-tials that they present to the world that Jesus is the Son of God"	(5T 279)
—"The world has no right to doubt the truth of Christianity because there are unworthy members in the church" (COL 72, 73)
—"The church in these last days is to be the light of the world that is polluted and demoralized by sin" (TM 49)
—"These principles are to be manifest in the indivi־־ dual Christian, in the family, in the church, and in every institution established for God's service. All are to be symbols of what can be done for the world. They are to be types of the saving power of the truths of the gospel. All are agencies in the fulfillment of God's great purpose for the human race" (COL 296, 297).
g.	Authority of the church:
—"The church is God's delegated authority upon earth. Christ has said, 'Whatsoever ye bind on earth shall be bound in heaven, and whatsoever ye loose on earth shall be loosed in heaven" (5T 107).
—"God has invested His church with special authority and power which no one can be justified in disregard ing and despising, for in so doing he despises the voice of God"	(3T 417)
—"If he will not heed the voice of the church, . . . upon the church rests the responsibility of separat-ing him from fellowship" (GW 500, 501).
—"Thus even the heavenly authority ratifies the disci pline of the church in regard to its members when the Bible rule has been followed" (3T 428)
—"His [God's] authority should be kept distinct and plain before the world" (TM 16)
—"They should defer their individual judgment to the judgment of the body of the church" (4T 18)
—"Names will appear on the church records,—names that will appear in the immortal records in heaven" (CS 299).
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h.	Essentials of church membership:
—"As long as the members of the church which through faith draw sap and nourishment from Jesus Christ, and not from man's opinions and devisings, and methods; if having a conviction of the nearness of God in Christ, they put their entire trust in Him, they will have a vital connection with Christ as the branch has connection with the parent stock. The church is established not on theories of men, on long-drawn-out plans and forms. It depends upon Christ their righteousness. It is built on faith in Christ, 1and the gates of hell shall not prevail against it1"
(SD 77).
—"Then those who have joined the church, but who have not joined Christ, will be manifest" (COL 74).
—"Sins that have not been repented of and forsaken will not be pardoned and blotted out of the books of record, but will stand to witness against the sinner in the day of God" (GC 486).
—"Joining the church is one thing, and connecting with Christ is quite another" (5T 278).
—"We cannot secure a title to heaven by having our names enrolled upon the church book while our hearts are alienated from Christ" (4T 16).
—"Connection with a church does not take the place of conversion" (Ev 290, 291).
—	"To have your name on the church book does not make you a Christian. You are to bring your gifts to the altar of sacrifice, cooperating with God to the utmost of your ability, that through you He may reveal the beauty of His truth. Withhold nothing from the Saviour. All is His. You would have nothing to give did He not first give to you" (CS 84).
—	"It is not orthodox theories, not membership in the church, not the diligent performance of a certain round of duties, that gives evidence of life. . . .
The Lord calls for living, working, believing Christians" (Ev 116, 117).
—"Connection with Christ, then, involves connection with His church" (Ed 268).
—"The obligation that binds us to place our names on the church roll holds us responsible to work for God to the utmost of our ability" (6T 447).
138
*7. Answers will vary. Some of these concepts may be mentioned: The Lord has His church who upholds His law before the universe. Satan has his "church" which seeks to tear down the law and cause people to be disloyal to God. The church militant war against Satan; when it triumphs it will be the church triumphant. The church is the mystical body of Christ held together by Christ. The church below, on earth, is one with the church above, in heaven· The visible church is on earth; [the invisible is in heaven]. The church on earth would be a symbol of the church in heaven if it were of one mind and one faith. Work in the church on earth prepares for work in the church in heaven.
*8. Answers will vary.
Answers will vary.
(Mean to You)
Optional
Discussion
139
16.
Summing It Up
Lesson 9
patient firm to right
apt to teach
gentle
unselfish
mature in the faith cooperative
1· good family leader self-controlled sensible dignified hospitable
2.	Essential qualities:
Both:	loved the people; repented when they made mistakes, loved God,
patient, cooperative.
Moses:	fearless, firm, true affection, great intellect, noble purposes
Weaknesses:
Aaron:	Yielded to people and made a golden calf; became jealous of
Zipporah; struck the rock at Kadesh-Barnea.
Moses:	Complained to the Lord that the work was too heavy; struck the
rock at Kadesh-Barnea.
3.	Don’t falsely accuse God’s leaders; if you are a leader, take false accusations humbly depending upon the Lord for strength.
4.	Representative.
5.	Local elder: assistant pastor, same duties as pastor except cannot baptize unless with permission; cannot officiate at a marriage ceremony.
Deacon:	care of church property, assist in ordinances, care for the sick
and poor.
Deaconess: assist in ordinances; care for the sick and poor.
Clerk:	Keep records of church business and board meetings, keep church
membership list.
Treasurer: Care for collection and disbursement of church funds.
6.	Tithes are collected for the payment of the ministers and sent directly to the conference. Ministers’ salaries are paid by the conference. In addition, offerings are given. Offerings are for expenses of local church building, church school, welfare, Sabbath School, and missionary activities. Offerings sent to the conference are for conference and denomination-wide projects.
140
7.	To teach Israel to give God the respectful hearing which He deserved.
8.	The four elements of worship are: (1) adoration, (2) confession, (3) restoration, (4) dedication
9.	love, humility, faith, thankfulness, energy
Lesson 10
Lesson 11	10. To illustrate and apply the Ten Commandments.
11. Jesus said that to be angry is to break the sixth command-ment; to look lustfully at a woman is to break the seventh commandment.
*12. Answers will vary. See answers to Lesson 11, number 11.
13.	He had rescued Israel from Egypt.
14.	The terms of the covenant were to obey the commandments or die.
The basis of the covenant were the Ten Commandments.
The results of the covenant was holiness of life, inher-itance of Canaan, financial prosperity, superior health, and recognition by other nations.
15.	The old covenant helps a person to know what he ought to become and the new covenant helps a person to know how to become.
16.	Baptismal covenant.
17.	To publicly declare loyalty to the Godhead; to publicly acknowledge the necessity for help from the Godhead to live right.
18.	Ordinances of feet-washing and Lord’s Supper.
19.	A person who desires church membership should request from the pastor baptism, rebaptism, or admission on profession of faith. When a church member moves from one locality to another for more than six months, he should apply for a letter of transfer from the clerk of the church at the new location.
If it is impossible to obtain a letter of transfer from a former Adventist church because of apostasy, adverse political conditions, or denial by the former church, a person requesting membership should provide sufficient information to the church for making a valid decision regarding the case.
Lesson 12
141
Lesson 13	20. They were steeped in superstitions because of their long
stay in Egypt.
21.	Love no less than justice demanded death for these reasons (1) to save the many , (2) to protect Israel from warlike nations, (3) as a lesson to succeeding generations that crime should be punished, (4) to prevent the rebels from destroying themselves.
22.	Biblical procedures for disfellowshiping: (1) go tell alone, (2) take one or two more, (3) tell the church.
23.	The Israelite religion was reasonable not superstitious; it elevated the worshipers to be like a loving, righteous God; it did not impoverish its adherents.
24.	Because the Israelites were accustomed to material representation of diety in Egypt.
25.	Revealed His glory. To show the righteousness of His character and the power of His might.
*26. Answers will vary. The sanctuary was an elaborate tent with three walls made of gold-plated wooden boards. It was covered with rich drapes of linen and skins. A gold embroidered curtain divided the tabernacle into two rooms. The most holy place held a golden ark represent-ing the throne of God. The holy place with the golden altar of incense representing prayers, a golden table for bread, and golden candlesticks representing Christ the head of life and the light of the world.
Another curtain draped the front which faced East. A large courtyard contained a large bronze altar for burn-ing sacrifices, representing Calvary, and a bronze laver for washing, representing purification (similar to baptism) .
The main services were: the morning and evening sacrifice which represented God's continual care for men; the early spring harvest services centering around the Passover which represented the crucifixion of Christ; the late spring harvest services of Pentecost representing the outpouring of the Holy Spirit; the fall harvest services associated with the Day of Atonement representing the judgment with the scapegoat, representing Satan who will be destroyed. The Feast of Tabernacles, represent-ing heaven and the New Earth followed after the Day of Atonement.
*27. Answers will vary. We may pray to God through Christ our High Priest in the heavenly sanctuary. Christ will apply the merits of His blood to our account—forgive us—and then send His Holy Spirit to change our hearts and give power to obey.
Lesson 14
142
28.	Good repair, humble, plain, neat, good design, tasteful,
convenient, good material, appropriate style, comfortable, suitable size.
29.	A regular proportion of income leading toward 2% of income.
30.	The called out ones.
31.	Priesthood. We are to minister the gospel to others.
32.	Come out of the apostate religious organizations.
*33. Answers will vary. See Lesson 15, number 6.
34. To help one another in good works; to show His glory to others—proclaim truth.
*35. Answers will vary. They may include: opportunities for worship, religious training, social fellowship, and missionary endeavor.
Lesson 15
EFFECTIVE BIBLE TEACHING
Volume II
A TEACHER’S MANUAL for use with the course BREAKTHROUGH WITH GOD’S CHURCH Unit II
Wayne Judd, Writer of Unit II
Richard E. Harris, Editor
Scripture quotations, unless otherwise indicated, are from the Revised Standard Version of the Holy Bible, copyrighted 1946 and 1952 by the Division of Christian Education, National Council of Churches, and are used by permission.
Copyright © 1973 by the Department of Education, General Conference of Seventh-day Adventists, Washington, D.C.
All rights reserved
Pacific Press Publishing Association Mountain View, California
Omaha, Nebraska	Oshawa, Ontario
Litho in U.S.A.
CONTENTS
Page
UNIT II: Gathered to Scatter Section 1
1.	Gathered to Scatter......................................... 3
2.	Deathly Delay.............................................. 14
3·	Second Time Around......................................... 21
4.	Conquer and Divide......................................... 28
5.	Wresting or Resting?....................................... 36
6.	Conquering Chaos .......................................... 41
7.	God’s Replacement.......................................... 47
8.	Summing It Up.............................................. 53
Section 2
9.	Wasted Wisdom.............................................. 58
10.	Divided They Fell.......................................... 67
11.	Still God’s People ........................................ 76
12.	Four Silent Centuries...................................... 85
13.	Worth Waiting For.......................................... 93
14.	Summing It Up.............................................. 99
Section 3
15.	Messianic Music............................................103
16.	Music: Blessing or Curse?..................................108
17.	The Social Side............................................113
18.	How Far Should You Go?.....................................119
19.	Summing It Up............................................. 131
To show that God’s choice of a nation or a church is not based on their quali fications, but on His love and eagerness to make them the means of saving others·
PERFORMANCE OBJECTIVES General:
Knows God’s bases for choosing His people. Knows Israel’s bases for success.
Specific:
OUTLINE
Lead-in: Israel moves toward the Promised Land.
Bible Writers: God’s expectations for Israel; blessings and cursings. Modem Messenger: Description of God’s people.
Mean to You: Advantages of knowing God and accepting Christ.
Worth Thinking About: God’s plan for His church.
1. Gathered to Scatter
No student assignment for this day; teacher will present unit overview.
Read the Lead-in and do questions 1-3. (Note: In the entire unit, all questions with asterisks indicate more subjective questions. These are identified only in the Teacher’s Manual, not in the student’s materials. If the teacher uses a student to grade lessons, perhaps the student should attempt to grade only those without asterisks.)
Do questions 6-10, and read WORTH THINKING ABOUT.
1.	Read the introduction to Unit II, ”God in Command,” to the class.
2.	Give a brief overview lecture on the unit, telling the important events and concepts dealt with in GATHERED TO SCATTER. Introduce the format, textbook materials needed, class procedures, etc. as necessary.
3.	Read question 3 to the class to provide a picture of the message of Deuteronomy.
4.	Read question 4 to the class so students can plan for this long-range project.
5.	Give further Deuteronomy background from RESOURCE MATERIALS keyed to questions 2 and 5. Also, consult the SPA Bible Commentary, Vol. 1, introduction to Deuteronomy; the introduction to Deuteronomy in the Interpreter’s Bible
Commentary; 1BC 1117; 6T 273-280; and PK 570.
6.	If you can show a good film, or present an interesting slide program on vital concepts relating to God’s hand in the history of Israel, it would add interest and get the unit off to a good start.
1.	Read questions 6-10 to answer any questions the students may have about the next assignment.
2.	Remind the class that the project in question 4 should receive daily attention. Perhaps it would be well to check their progress every two weeks.
3.	Do question 5 in class.
4.	Have students bring Patriarchs and Prophets (later on, Prophets and Kings) to class every day. You may want to use a ”reward” system to accomplish this.
5.	On this 2nd day, you may have items to complete from the
ASSIGNMENT (for 1st day)
(for 2nd day)
(for 3rd day)
PRESENTATION (for 1st day)
(for 2nd day)
1st day. Your students may also need some class time to work on their assignment.
1.	Read questions 1-5 in Lesson 2 to answer any questions the students may have about the next assignment.
2.	Ask if anyone had difficulty with any of the questions to be completed for today’s class period. If so, allow other students to help the ones having trouble. This might be an effective procedure occasionally to allow the slower students to keep pace, and to provide oppor-tunity for the brighter students to help others (as well as encourage them to be humble). However, beware of less capable students who make this an excuse not to do their own work!
3.	From the SUGGESTED ANSWERS, bring out key concepts the students may have missed in answering the assigned questions.
4.	Discuss questions 7 and 8 in class. Don’t venture too far beyond the material in PP 373, since this issue will be presented in greater detail later. Both of these questions could provide vigorous classroom exchange.
5.	From questions 9 and 10, discuss God’s choice of the Adventist Church, and its role today.
6.	Ask several students to read their answers to question 6, and allow the class to ask questions about their answers.
(for 3rd day)
1.	Christ could he recognized in the cloudy pillar and in the sacrificial lamb.
2.	God chose Israel because He loved them and because He kept His promise "which He swore to your fathers" (Deut. 7:8) . It was not because they were a great nation or large in numbers that He chose them, for they were the "fewest of all peoples” (Deut. 7:7).
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)	3. a. Deut. 6:4, 5:
Love the Lord with all your heart, souls, and might.
Deut. 10:12-22:
Fear the Lord
Walk in all His ways
Love Him
Serve the Lord
Keep the commandments
Circumcise your hearts Be no longer stubborn Love the sojourner Serve Him and cleave to Him
b.	God1s expectations for Israel could be accomplished if Israel would obey the commandments by loving the Lord (Deut. 30:16) , and by walking in His ways.
Verse 20 adds "loving the Lord your God, obeying His voice." Love and obedience are the common elements in verses 16 and 20.
(NOTE: In v. 19 the Lord says, "Therefore choose life." It would be the choice of Israel whether they would receive blessings or cursings, not the imposition of God.)
c.	The Lord was justified in demanding love and obedi-ence because He had brought Israel out of Egypt to be His own people (Deut. 4:20), and because He had set His love upon them. Further, there was a cove-nant relationship involved in which God's promise and the promise of Israel were joined. God could keep His promise only the extent that Israel kept hers.
(NOTE: God keeps covenant for ״a thousand genera-tions" [Deut. 7:9].)
d.	The nations would declare Israel to be wise and under-standing, with a God greater than the gods of any other nation—greater, incidentally, because He was "so near" to His people (Deut. 4:7) .
(NOTE: This has deep theological significance, since the pagan gods were so distant, so remote. The sur-rounding nations would consent to the righteous laws which God gave Israel if Israel would "keep them and do them" [Deut. 4:6, also verse 8].)
e.	Complete trust in God would result in the following:
Deut. 7:12-24:
The Lord would keep His love covenant (v. 12)
In Love He would bless and multiply grain, cattle, children, wine and oil (v. 13)
No barren males or females, no barren cattle; blessed above all peoples (v. 14)
No more sickness or disease (v. 15)
He would send hornets to drive out enemies (v. 20)
7
He would clear away the nations and subdue kings (w. 22, 24)
Deut. 26:18, 19:
He would set them above every nation on earth,
"in praise and in fame and in honor" as a "people holy to the Lord your God."
Deut. 28:1-14:
Blessings repeated: Blessed in the city and field; the fruit of the ground, beasts, cattle and flocks, basket and kneading trough. (See vv. 5 and 6.)
f.	The consequences if Israel would depart from faith in God were these:
Deut. 28:15-68: Cursed in city and field, cursed be basket and kneading-trough, fruit and cattle and flock. Confusion and frustration, pestilence, con-sumption, fever, inflammation, heat and drought would result. Defeat by enemies, boils, ulcers, scurvy and itch were further curses. The Lord would smite Israel with madness, blindness, and confusion. They would be oppressed and robbed; denied wives, homes, crops and cattle. They would fall into idol-atry in the captivity which would come. They would serve their enemies and become so undesirable that when offered as slaves, no one would buy them.
There would be no cures, no release, no hope, if they refused to be faithful to God.
(NOTE: See RESOURCE MATERIALS2 י and 3.)
*4. (NOTE: This project will take the entire nine weeks to complete. Below is a suggestion of the sort of titles you might expect for the 34 chapters of Deuteronomy:)
CHAPTERS	TITLES
1	.........Israel Prepares to Move
2	......... Journey Through Trans-Jordan
3	......... Early Conquest
4	......... Warnings to Israel
5	.........The Ten Commandments
6	.........Meaning of the Law
7	.........Promises to Israel
8	.........Call for Loyalty
9	.........Lessons From the Past
10	.........Two Tables of Love
11	......... Conditional Possession of Canaan
12	.........Worship of a Holy People
13	.........Beware of Idolatry
14	.........Laws of Food and Tithe
TITLES
CHAPTERS
J־־>........Release From Debt and Slavery
16	.........Feasts and Ceremonies
17	........Court and King
18	........Priests and Prophets
19	........Criminal Law
20	........ Conducting Warfare
21	........ Innocent Blood and Inheritance
22	........Laws and Sex
23	........ Worship Exclusions, Military Cleanli-
ness and Money
24	........Legal Miscellany
25	........Domestic Justice
26	........ God’s Goodness to Israel
27	........ Worship Ceremony and Curses
28	........Blessings and Curses
29	........Covenant with God; Punishment for
Disobedience
30	........ Repentance and Forgiveness
31	........Divine Charge to Moses and Joshua
32	........Song of Moses
33	........ Moses Blesses Israel
34	........Death of Moses
*5. In this reference Ellen White says God's laws are "wiser, better, and more humane" than any laws made by man. Man cannot make laws in the love and wisdom of God, and there-fore, God's laws are superior. For examples we contrast the perfection of God's laws with man-made lawsf such as Sunday laws, exploitive tax laws, liberalized drug and liquor laws, abortion laws, etc.
(NOTE: Since this is a good item for discussion, we should add that it is not fair to assume all the laws of secular government are bad. Many are humane, and we would not discredit these.)
*6. We are not left to fate; God has a chosen people today.
He gives us His truth, but not to increase our pride or to keep locked in a vault, but to "teach the truth."
This truth is alive, and it includes people from all walks of life—anyone who will respond. If we are this people, then God has clearly defined our task. *
*7. The apparent difference between the God of the Old
Testament and the Christ of the New Testament is that we assume the working of the Father in the Old Testament and the Son in the New Testament. But Ellen White says that "God's work is the same in all time." The differ-ences are in "degrees of development and different mani-festations of His power ... in. different ages." In fact, the Saviour of the rites and ceremonies is the same as the Saviour of the gospel. The One who spoke
(Modem
Messenger)
on Sinai is the same one who delivered the Sermon on the Mount. "The Teacher is the same in both dispensa-tions. God's claims are the same. The principles of His government are the same" (PP 373).
(NOTE: This exercise will constitute preparation for larger concepts of comparison between the God of the Old Testament and the God of the New Testament in subsequent lessons· It would not be well to attempt to answer all the questions the students may have about the nature of the God of the Old Testament at this point, but this question will provide a good foundation for later on.)
(Mean to You)	8. Knowing the gospel and accepting Christ provides the
following:
Rom. 5:1, 2:
We have peace, access to grace, and we share in the glory of God.
Eph. 1:3-14:
We have every spiritual blessing in Christ (v. 3)
We are His sons (v. 5)
His grace is bestowed upon us (v. 6)
We have redemption and forgiveness (v. 7)
We can live for His glory (v. 12)
In Him we are sealed with the Holy Spirit (v. 13)
(NOTE: For discussion on this question, it may be well to probe the idea that accepting Christ involves oppor-tunity to serve, not just advantages relating to our own needs. Being called to an understanding of the gospel provides the most satisfying obligation available to man, viz. bringing others to Christ. Our stumbling block comes when we view Christianity in terms of ״require-ments" and ״sacrifices״ we must make, when in reality the gospel obligations are all joyous! It might also be noted that even ״nominal" Christians who will never make it in-to God’s kingdom are blessed by following His ways to some extent. For example, less lung cancer, fewer marital problems, greater certainty and purpose in life, are benefits they enjoy.)
9. (NOTE: Student memory work. A rule of thumb on memory work could be to require one per week. This means you will need to decide ahead of time which memory passages you want to use. Consult Review Lessons 8 and 14 for a complete listing of memory work.)
*10. Today, as with ancient Israel, God chooses a people on the basis of His love and purpose.
(NOTE: It should be made clear that this does not mean that God does not love all people; it is precisely because
10
He does love all mankind that He chooses a special nation to represent His mercy, that through His chosen people many others may be saved. See RESOURCE MATERIALS, number
4.)
11. God1 s church today is to show forth His glory, so that through His people all the universe will understand His love.
(NOTE: The statement in AA 9 says, "The church is the repository of the riches of the grace of Christ." For discussion you might ask what these riches are.)
1.	Gathered to scatter
God gathered His people together in His love so that they might scatter His love to the nations. Then, as now, God’s people would gather together in worship to be taught His ways. Then they were to go to others, but always returning to the Source of their power; always gather-ing, but always gathering to scatter. The following illustration may be helpful.
2. Background on Deuteronomy
The Interpreter’s Bible Commentary provides theological perspective to the book of Deuteronomy, and to Israel’s relationship with God.
"The primary exhortation of Deuteronomy, as the complete book now rests before us, is the intense and all-absorb-ing loyalty which Israel owes to Yahweh, who alone is God. No easy tolerance is to be permitted. Israel lives in the midst of the world filled with pagan idols and idol-atrous worship, but with it she is to have nothing what-soever to do. There is no God like the Lord of Israel; indeed, *There is no other besides him1" (4:35)
"The chief emphasis of the book is accordingly on the grace, power, and jealousy of God, which should elicit from the members of the Israelite community the corres-
RESOURCE
MATERIALS
11
ponding response of love, obedience, and fear (in the sense of holy reverence). The order of life in the Israelite society rests upon an acknowledgement of the lordship of God. He should be the object of a complete, unwavering, unquestioning loyalty. As the recipient of a total allegiance, he is not a diffuse, indefinite, or unfocused object, even though he cannot be seen. He is the very definite Being who is to be known not by inward spiritual experience so much as in the more objective contemplation of what he has done and what he demands.
His is the only power in the universe which could and actually did accomplish the events which formed this nation and gave it a land in which to dwell. Yet it is a power which has not worked irresponsibly or unrighteous-ly. It has been known to Israel as a completely unmerited operation of love or grace. Yet there is no weakness or quiescence in this grace. It has strength and sternness behind it. It cannot be presumed upon or trifled with.
God is a righteous God and a jealous God, a consuming fire to those who set themselves at enmity with him" (4:15-24).
,,It is in this light that the basic presuppositions of Deuteronomy are to be comprehended. First and foremost is the assumption that Israel is a specially chosen people, an elect nation. Yet this election is not an irresponsible act of a capricious deity, but a purposive act with a righteous plan behind it which allows no feeling of self-righteousness on the part of its recip-ients. Israel was not chosen because of her power in numbers. God, unlike the gods of the nations, has not chosen the numerous and the mighty, but the few and the weak" (7:7). ,'Nor was the election based upon the superior righteousness of this nation. On the contrary, "ye have been rebelling against the Lord since the day that I knew you1" (9:24). "God’s choice is a mysterious one, resting solely on his love and on the promise which he had made to the fathers" (7:8, 9:5).
MTo us this whole institution [holy war in Israeli is one of the most offensive and fanatical elements in the Old Testament. Yet one cannot dismiss it lightly as nothing more than fanaticism if he would retain the essentials of the biblical viewpoint regarding God’s direction of history. The Israelite was convinced both that God was good and that he was lord of history; and there was no doubt whatsoever that he exercised his lordship without compromising his goodness."־*־
This perspective safeguards the character of God in both His destructive acts, which will be dealt with at some length later, and in the nature of His law, which must be seen as something more than a legal system. Deuteronomy is not just a book of laws. It is a book about the right-eous acts of a loving God. It is a book that describes God’s efforts to protect and bless His people.
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3· More background on the book of Deuteronomy
,1The book is historical, legislative, and hortatory. It consists chiefly of four orations (of three, according to some authorities), with connective notes. The first ora-tion announced Moses’ deposition from the office of leader-ship. It begins with historic survey and closes with exhortation to keep the law. The second oration reviews the Decalogue as the basis for the covenant between God and Israel and admonishes Israel to obey; the body of the discourse consists of a recital of the requirements of civil, social, and religious legislation. The third oration is concerned with the ritual of the blessing and the curse. Here Moses rises to heights of oratorical denunciation unsurpassed in literature. The fourth oration again presents, with brief historic survey, an exhortation to keep the law, and explains the covenant in the heart” (1BC 953, 954).
4.	How does God choose His people?
In view of the lesson emphasis and the commentary above, discuss with the class the basis upon which God chooses His people, whether it be Israel or Adventists. Include John 15:16 in your discussion.
5.	Words: in this lesson
Repository - (WORTH THINKING ABOUT) A place where some-thing is deposited or stored. A person to whom something is entrusted.
Fatalism - (GOD IN COMMAND, the introduction to the unit) Events are fixed in advance so that humans are powerless to change them. Thucydides declared that fatalism tends to produce what it dreads. He was right, for why should we oppose that which we consider inevitable?
Humanism - (GOD IN COMMAND, the introduction to the unit) Man has the capacity for self-realization and can control his world apart from the supernatural.
6.	Lead-in resources
It is assumed that the teacher will consider each Lead-in a significant resource for stimulating interest, identify-ing issues, initiating discussion, and summarizing events. Do not fail to probe these possibilities in each lesson in your class.
13
1By G. Ernest Wright in THE INTERPRETER'S BIBLE, Vol. II. Copyright 1953 by Pierce and Washabaugh. Used by permission of Abingdon Press· (NOTE: The entire introduction to the book of Deuteronomy, pp. 311-333, will provide excellent background for understanding this unit. For example, the rigid laws were not legalistic, but protective of the strong sense of community cherished by the Hebrew people; p. 329·)
14
2.	Deathly Delay
LESSON PURPOSE
To teach the principles of successful a committed church leadership.
PERFORMANCE OBJECTIVES:
General:
Knows historical facts.
Understands principles of leadership. Specific:
OUTLINE
Lead-in:	Complaints of Israel and reasons for wilderness wanderings.
Bible Writers: Organization and leadership in Israel.
Modern Messenger: Leadership of Moses.
Mean to You: Modern leadership and authority.
Worth Thinking About: The delay of God’s people in entering heavenly Canaan.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-5. (Note: Optional Project following question 5.
leadership and the necessity of
15
Do questions 6, 9, 10, and read WORTH THINKING ABOUT. (Optional Project following question 10.)
1.	Read questions 6, 9, 10 to answer any questions the students may have about the next assignment.
2.	Go over suggested answers for questions 15־, noting especially questions 4 and 5.
3.	Since the 1st day involves leadership, and the 2nd day involves our delay in entering heavenly Canaan, this is the most logical time to bring in your guest speaker from the conference office. He should outline organiza-tion of SDA leadership, pointing out advantages of our system, as well as dangers to leaders. He may also summarize qualities of successful leaders, and suggest how the young people may one day lead God’s people. Also, allow for questions from the class.
4.	If you do not have a conference official in class, see RESOURCE MATERIALS, number 2.
5.	If you do not have a conference official in class, do questions 7 and 8 with the class. Consult SUGGESTED ANSWERS for direction.
1.	If you have not done questions 7 and 8, do them now.
2.	Discuss the "Optional Discussion" questions following question 6.
3.	If you assigned the optional project following question 10, have the student present his report to the class.
4.	See SUGGESTED ANSWER for question 10. Discuss the problem of the delay of Christ’s coming. (See RESOURCE MATERIALS, number 3.)
1.	Israel had nothing to complain about. God had met all their needs, He had never broken a promise. They had food and water, they had His guidance and protection. His miracles were seen every day.
(NOTE: An application of this question is that incon-venience is not reason enough for complaining and grip-ing, even though it frequently is the basis for our complaints. See RESOURCE MATERIALS, number 1.)
2.	The complaints were made against Moses, but indirectly against God. Men in leadership positions will always be subject to criticism.
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
6-EBT-II
16
3.	God subjected Israel to hardships in order to teach them the lesson of trust, so that He would be able to lead them into the Promised Land.
(Bible
Writers)
*5. Importance of roles of leadership should probably be
arranged in the following order: God, Prophets, Priests, Judges, Levites, Elders.
(NOTE: You may wish to draw the following diagram on the board. It shows that there was a difference in religious and political function, with the priests and judges equal in importance though their functions were different. The same was true of the Levites and elders. For an excellent resource on this question, see SPA Bible Dictionary, ״Prophets," "priests," "judges," "Levites," and "elders.")
God
---I
Judges
Prophets
Priests
Elders
Levites
(NOTE: Sometimes there was an overlapping of these leadership roles in Israel’s history. Samuel who was a priest by birthright was also called by God to be a
4.
TEXT	PERSON OR GROUP	FUNCTION
Deut. 33:5	God	King over Israel
Ex. 28:40, 41	Aaronic	Priesthood, Serve in
Num. 16:46	Priesthood	Religious Services
Heb. 5:1-4
Deut. 18:15-18	Prophets	Prophecy, Reveal
Amos 3:7	God1s will
Num. 11:16, 17	Elders	Bear Burdens of Israel
Num. 3:5-10	Levites	Serve in Tabernacle
Deut. 16:18-20	Judges	Hold court and
17:8-12	pass Judgment
17
prophet and a judge· These three roles in one man worked to the advantage of God’s people. Gideon, on the other hand, was called by God to be a judge, yet he attempted to become a priest /TP 555, 556]. This was disastrous since God had ordained that only the descendants of Aaron could be priests. Israel attempted to make Gideon their king, but he wisely refused. God had foretold that the kingship should come through the tribe of Judah.
Later, the office of national judge was replaced by a national king, but the other roles remained. During David’s reign as king, for example, the prophet Nathan and the priest Abiathar also served the nation. So in this case, we see king, prophet, and priest as three separate persons.)
*6. (NOTE: This is an underlining assignment; no written
response is required. Application in class of what they have studied should come through the Optional Discussion questions which follow this question.)
*7. The student's "chain of command" may look something like this:
Father	Mother
Children
(NOTE:	Of course, considered as a ״,chain of command” of
authority, this places serious limitations on the philos-ophy of "do your own thing.” It should be added that from the Christian perspective, "do your own thing" is fine if by that we mean standing firm far what we believe, but it cannot mean that we do not have responsibilities to our communities of family, government, and^ church.. Notice that the diagram shows each segment in the chain as- answerable primarily to God and His righteous principles. Read Matt. 10:34-39; Acts 4:19.)
(Modern
Messenger)
(Mean to You)
18
8.	Matt. 20:25-28 and Luke 12:48 reveal that those who are in positions of leadership are to serve those who are weak, and they are to remember that "of whom much is given, shall much be required."
(NOTE: The idea here is not authority as much as it is service. The true leader is a servant of his fol-lowers, not a dictator.)
9.	(NOTE: Student memory work.)
*10. If Israel failed to enter the Promised Land because of unbelief, perhaps our unbelief is keeping us out, too.
As we study the mistakes of Israel, we see how much like the Israelites we are, and because of their example and through the help of the Lord, we can still fulfill His plan for us.
(NOTE: Discussion on whether or not we are concerned about entering the heavenly Canaan might be productive.
At least God could assume that His Old Testament people wanted to enter Canaan; can He assume the same about us? What holds us back? What will it take? See RESOURCE MATERIALS, number 3.)
RESOURCE	1. Why is the Bible 1,negative״?
MATERIALS
The first three questions in this lesson may be supple-mented with the following discussion: Why are the experiences of Israel in the wilderness so consistently negative? Why doesn’t the Bible provide more positive experiences? A partial answer to these questions is that the wilderness experience was unpleasant and negative. Also, the general nature of man, viewed realistically, will always provide stories of failure. The Bible is a real book about real people. It is not like the pagan myths where faith is based on hero stories with happy endings. The Bible shows us what we are and what the solution is. Because of its honest confrontation with reality, we may have more confidence in the Bible as a truly inspired and prac-tical book.
2.	Benefits and dangers in organization and leadership
In the Optional Project following question 5, if you cannot get a conference official to visit your class, the following list will suggest some of the benefits of our organization and some of the dangers to leadership. You may prefer to get the students to make a list first, then add these and others you can think of:
Benefits:
(1)	Communication on a worldwide basis will
19
(a)	provide identity on a broad base, assur-ing brotherhood.
(b)	meet the needs of depressed areas and nations with both funds and prayer.
(c)	show that God is leading His people around the world.
(2)	Publications will provide a spiritual and informational focal point.
(3)	Avoids control by a few by having many leaders at many levels.
(4)	Allows for lay representation in decision making.
(5)	Encourages specialization and efficiency.
(6)	Provides a variety of soul-winning activities through many departments.
(7)	Provides and coordinates a worldwide educa-tional system in both home and school.
(8)	Coordinates a vast network of medical ser-vices around the world.
(9)	Controls pay scales of workers for equality and fairness throughout the world through handling of tithes and offerings.
Dangers:
(1)	Perpetuating outdated systems and methods.
(2)	Element of pride among leadership can lead to power struggles.
(3)	Departmental inefficiency.
(4)	"Programs" overstressed as means of com-pleting the spreading of the Gospel.
(5)	Leaders interpreting their roles as author-ities rather than servants of God’s people.
(6)	Laity depending too heavily on the leaders to do the work God has called them to do.
3.	Condition of God’s people today
The following statement expands the concept in WORTH THINKING ABOUT:
20
,,I am filled with sadness when I think of our condition as a people. The Lord has not closed heaven to us, but our own course of continual backsliding has separated us from God. Pride, covetousness, and love of the world have lived in the heart without fear of banishment or condemnation. Grievous and presumptious sins have dwelt among us. And yet the general opinion is that the church is flouishing and that peace and spiritual prosperity are in all her borders.
,,The church has turned back from following Christ her Leader and is steadily retreating toward Egypt" (5T 217, also quoted in the Lead-in to Lesson 10).
Egypt was Israel*s symbol of bondage. Is the church going to delay His coming longer by returning to the bondage of sin? Will the "friendship and applause of the world" be our downfall?
21
3.	Second Time Around
LESSON PURPOSE
To help the student discover the proper relationship that should exist between Adventists and other Christians, based on Israel’s treatment of the nations that were descendants of Abraham.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Explains relationships between Adventists and other Christians. Applies lessons of failure.
Specific:
OUTLINE
Lead-in:	Israel turns back to the wilderness.
Bible Writers: Journey around Edom.
Mean to You: Applying the lessons of Israel’s failures. Worth Thinking About: The all-sufficiency of Christ.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-3.
22
Do questions 6-12, and read WORTH THINKING ABOUT. (Note: Optional Project following question 12.)
1.	Read questions 6-12 to answer any questions the students may have about the next assignment.
2.	Review difficult portions of questions 1-3. (Note:
See SUGGESTED ANSWERS.)
3.	Do questions 4 and 5 in class.
4.	If time permits, allow students to begin on the next assignment, since it is rather lengthy.
1.	Review question 6; have a student read aloud Numbers 21:6-9, and have another student read John 3:14-17. Referring to SUGGESTED ANSWERS, question 6, lead the class into a discussion of how Jesus could be represented by a serpent. (Note: Optional Discussion following question 6. See RESOURCE MATERIALS, numbers 2 and 5.)
2.	Discuss question 9 with the class. To what extent should we identify with other denominations? How are we to regard them? What does God expect from us?
3.	Ask students for their interpretations of the statements in question 10, then emphasize the concept in SUGGESTED ANSWERS for question 10, a., which involves the PP 426 statement.
4.	Emphasize the promise and theology of question 12.
5.	If you assigned the Optional Project following question 12, have the student present his report and answer student questions.
1.	The Edomites, Moabites, and others related to Abraham were spared immediate destruction. As descendants of Abraham they were eligible to participate in the bless-ings promised to Abraham. God was giving them more time to make their decisions about eternity.
(NOTE:	See RESOURCE MATERIALS, number 1.)
2.	God destroyed the Canaanites because their rejection of Him was complete. They were beyond hope. Other nations were spared because they had not yet made a final decision about God.
(NOTE: We must conclude that God in His infinte wisdom does know when a nation goes beyond the point where they can be saved. [See Gen. 15:16.] Even though the tendency
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
23
is for us to try to understand this and measure the point of no return ourselves, we are quite incapable of doing this, and must, as in all other areas of faith, trust God’s wisdom and goodness.)
3.	a. Deuteronomy 1 says the Israelites passed through a
"great and terrible wilderness," and PP 377 describes a land of "stony ravine and barren waste."
b.	Three times Moses told God's people that the Lord had promised them the fair land, and that He would give them possession of it.
c.	Israel murmered against God in disbelief, declaring that He hated them and had brought them out of Egypt to destroy them.
d.	On both occasions, after the spies' report and after God's pronouncement that they would die in the wilderness, God's people reacted in opposition to His will. When the spies returned, God wanted them to take Canaan. They refused. When He told them to return to the wilderness, they also refused, thinking that they would enter Canaan anyway, and defeat the enemy.
e.	God had kept His promise to these other descendants of Abraham by destroying their enemies, the Rephaim and the Horites, and giving them an inheritance of the land. Israel was told not to battle against the descendants of Lot and Esau because the Lord would honor His promise made through Abraham.
(NOTE: A significant point is that if God would give Moab and Edom an inheritance, He would also conquer for Israel.)
4.	(NOTE: On this question regarding the map, refer to the completed map on the next page.)
5.	(NOTE: No written work on this question.)
6.	The New Testament text referring to this event is John
3:14:	"And as Moses lifted up the serpent in the wilder-
ness, so must the Son of man be lifted up." This text shows us that the New Testament sees the serpent in the wilderness as a symbol of Christ on the cross, to whom all might look for life.
(NOTE:	It would be well to read John 3:1-17 in order
to get the full impact of this verse in its context.
Also, in the optional discussion question that follows this question, certainly part of the answer of the problem of Christ’s being represented by a serpent
(Bible Writers)
EDOMITES
AMALAKITES
BOUNDARY COUNTRIES OF CANAAN
MIDIANITES
24
THE
GREAT
SEA
Brook
of
Egypt
Sea
of
Chinnereth
BASHAN
AMORITES
AMMONITES
Salt
Sea
River Arnon
MOABITES
Brook Zered
River Jabbok
River Jordan
CANAAN
/"usually a symbol of Satan7 is the truth that Christ was, in fact, made sin for us· See 2 Cor· 5:21. See RESOURCE MATERIALS, number 2.)
(Mean to You)	7. God's people today have also been tempted away from the
great things God has for them. The same spirit of strife, murmuring, and unbelief has caused hesitation and delay. Delay on our part gives Satan more time to defeat us.
(NOTE:	See RESOURCE MATERIALS, number 4.)
8.	Israel got the idea that the inheritance placed her high above the other nations, and that she had no responsibility to them. But the earth was not just for them. They should have shared their wealth of truth with the surrounding nations. The greater the privileges, the greater the responsibilities to share with others.
The same principle applies to the Adventist Church today.
We must not believe that we are the only people God loves, and instead of trying to "crowd out" others,
we should include them in His love.
(NOTE:	Can’t you think of some people who are going
to be very surprised when they get to heaven to see how many ״outsiders" are there? See RESOURCE MATERIALS, number 3.)
9.	GC 390 says, "Notwithstanding the spiritual darkness and alienation from God that exist in the churches which constitute Babylonf the great body of Christ's true followers are still to be found in their communion." The Edomites, Moabites, Ammonites, and Midianites were "cousins" of Israel and shared inihe blessing of Abraham. These other protestant denominations are our spiritual "cousins" and must not be overlooked or excluded from the blessings of God.
(NOTE:	For discussion: What is the large implication
of what GC 390 says? Certainly that we should be seeking those "still to be found11 for the Lord.)
*10. a. Even as Moses' mistake cost him his life, we must be careful not to make impulsive choices that will ruin our lives.
(NOTE:	This is a frightening truth, but it should
be made crystal clear that this "single act" does not mean we lose salvationl God forbid. Moses1 salvation was secure, as ours can be, but the con-sequences of a bad choice will still affect our lives now, and, as in the case of Moses, may cause terrible suffering, loss, and even death. "A wrong act can never be undone" should not be interpreted in terms of our eternal salvation, but in terms of life as we must live it on this earth, with the logical results of decisions we make, good or bad. There is a
26
tendency to 1,scare" our youth with statements like this one, and that is far from the intention here. You can make bad choices and God can still save you, but you must live with your bad choice and its natural consequences. See RESOURCE MATERIALS, number 4.)
Jb. Negative thinking drives us from God and the joyous life He wants us to have. We can dwell on the "dark side" of our experience, but it will separate us from God.
c. Our part is to choose to exercise faith. Is there nothing we can do in our salvation? Yes, we can exercise God’s gift of faith.
d.	Salvation is so simple that a look in faith at the cross of Christ will give us eternal life'. But God can do nothing for us if we will not look in His direction.
(NOTE:	Perhaps it seems too simple that only a
glance in faith will save us, but Israel’s experi-ence, and the theology of Christ and Paul teach us that this is the case. Let’s show our youth how accessible Christ and salvation are!)
*11. Even though we feel completely helpless, there is hope
in Christ. In fact, it is when we are discouraged, when . we feel lost, that Christ longs most to save us. Millions will be lost, but not one who trusts Christ will perish.
12. (NOTE: Student memory work.)
1.	40 years
From the Lead-in and question 1, there could be some question about the time Israel wandered in the wilder-ness. If the time from the Passover in Egypt to the first Passover in Canaan was exactly 40 years, then the time required to travel to Sinai, plus the year spent en-camped at Sinai must be deducted from the 40 years.
The actual time spent in the wilderness was about 38 years. (See 1BC 961, 856, 187).
2.	Serpent on a pole
In your discussion of the serpent on the pole (Optional Discussion following question 6), along with 2 Cor. 5:
21 you may use Isaiah 53 to show the Old Testament descrip-tion of Christ’s being made sin for us, especially verses 1-5.
A strong devotional thought and an appeal to accompany the concept of the serpent on a pole (Optional Discussion following question 6) is found in PP 431: "When we trust God fully, when we rely upon the merits of Jesus as a
RESOURCE
MATERIALS
27
sin-pardoning Saviour, we shall receive all the help that we can desire· Let none look to self, as though they had power to save themselves. Jesus died for us because we were helpless to do this· In Him is our hope, our justification, our righteousness· When we see our sinfulness we should not despond and fear that we have no Saviour, or that He has no thoughts of mercy toward us. At this very time He is inviting us to come to Him in our helplessness and be saved."
3.	SPA "ghetto"
Regarding questions 7 and 8: These questions should be pursued in terms of the SDA "ghetto" if your school is located in an area where thousands of Adventists make up the entire community. How do we regard the statement in question 8? What are the unique identity problems in a totally SDA community? Have we "crowded out" all others? To whom do we witness? Why bother being a Christian in a community where a large portion are Adventists? What is there to stand up for? Yet, it should be pointed out that this kind of community is often the most difficult, the most challenging in making faith work; in proving the effectiveness of God’s love. What are some solutions? How do we go about "Uncluster-ing?" This kind of discussion should have real relevance if your school is a "ghetto" school.
4.	A second chance
"It is thus that God still tests His people. And if they fail to endure the trial, He brings them again to the same point, and the second time the trial will come closer, and be more severe than the preceding. This is continued until they bear the test, or, if they are still rebellious, God withdraws His light from them and leaves them in darkness" (PP 437). This was true with Israel. Is it true with us? How?
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4.	Conquer and Divide
LESSON PURPOSE
To reveal God’s love and justice in His destructive acts.
PERFORMANCE OBJECTIVES General;
Knows historical facts.
Understands God’s justice.
Specific:
OUTLINE
Lead-in: Moses’ death; Joshua takes over; early conquests in Canaan
Bible Writers: Gibeonites’ deceit; Joshua’s last speech.
Modern Messenger” Saving trust; criticism and retaliation.
Mean to You: God’s attitude toward His people: Loving or tyrannical?
Worth Thinking About: The righteousness of God in His destructive acts.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-7. (Note: Optional Project following question 7.)
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Do questions 8-14, and read WORTH THINKING ABOUT. (Note: Op-tional Project following questions 11 and 14.)
1.	Read questions 8-14 to answer questions students may have about the next assignment.
2.	If Optional Projects are being used for 2nd day, students working on these might be excused from class to work
on their projects in the library.
3.	If you assigned the Optional Project following question
7,	have the student report to the class, preferably, on a large wall map.
4.	Since the 2nd day is filled with discussion and projects, it would be well to allow the students to begin working on the lengthy assignment. This procedure will be a logical one if you already have students working on projects.
1.	Ask several students to read their answers to question
8.	Check their answers against the SUGGESTED ANSWER.
Allow discussion as time permits.
2.	Questions 10 and 11 are both significant areas that should be emphasized.
3.	The class will probably need some help getting the full comparison from Matt. 15:21-28 and Old Testament Israel.
4.	Go over question 13, allowing the students to state their understanding of God’s destructive acts. Many times they will read material they feel they understand, or they will accept a lecture which explains such difficult areas, but until they have a chance to express what they have learned themselves, we haven’t completed our task. After the students have resolved the problem to the best of their ability, summarize the arguments
on the board, point by point, so that each student will once-and-for-all-time understand how God’s destructive acts are acts of love.
5.	Emphasize (as part of the argument about God’s love) the point of question 14, based on PP 522.
6.	If you assigned the Optional Projects following questions 11 and 14, the students involved should present their reports.
1. In the first place, God had made His will clear to Moses. Moses disobeyed, and God's character demands that He always keep His word: Moses would not enter Canaan because of His mistake. But God had a better gift for His beloved
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
30
Moses, a special resurrection and eternal life in His Promised Landi
2.	Israel’s military pride, their distrust in God, and the sin of Achan are the reasons Israel lost her first battle with Ai.
(NOTE:	See RESOURCE MATERIALS, number 1.)
3.	To succeed in the conquest, Israel must trust God completely, and not trust in their own power.
(NOTE:	See RESOURCE MATERIALS, number 2.)
4.	The Gibeonites survived the conquest through deceit.
They said they had come from a distant country and convinced Israel to convenant with them. As a result of their deceit, they were made servants of Israel, caring for the needs of the tabernacle.
(NOTE:	They willingly performed these tasks for
centuries. See PP 506.)
5.	Joshua told his people they must love the Lord. He told them not to marry pagans, and not to transgress the convenant by worshiping idols.
6.	"Far be it from us that we should forsake the Lord, to serve other gods,” the people told Joshua. They promised to serve the Lord and to obey Him.
(NOTE:	The Israelites who had crossed the Jordan
remained faithful until they died [Joshua 24:317.)
7.	(NOTE: Student memory work.)
8.	PP 480 says Moses learned discipline in the school of affliction and poverty; that like Christ, he was per-fected through suffering. Like Christ, he led his people, not as a monarch, but as a servant. Moses endured the agonies of his people as Christ did. Moses died
and was resurrected as Christ was, both providing hope for men who must face death in all ages[
(NOTE:	Remember, Moses is with Christ today; one of the
few Old Testament characters who can listen in on our discussions of his life and ministry! And Moses came down to encourage Christ on the mount of transfiguration /־Matt. 17:37.) *
*9. Our church members and leaders must trust God more fully
so that we can expect greater things to happen. We cannot trust solely to the wisdom of each other and expect to succeed. To whatever extent we trust ourselves, to that extent God will be unable to work with us. Our complete
(Bible Writers)
(Modern
Messenger)
31
confidence must be in Him.
(NOTE:	If time permits, discuss the question, ״What
does it mean to trust God completely?״ In an area as important as this, we must be very sure we know from experience what we're talking about.)
10.	Ellen White says, "God had made provision that all who would renounce heathenism, and connect themselves with Israel, should share the blessings of the covenant"
(PP 507). Leviticus 19:33, 34 (also quoted in PP 507) states that Israel was to accept the stranger and "love him as thyself. "
11.	a. The tribes of Gad and Reuben had set up a great
altar, similar to the one at Shiloh. To sacrifice and worship at an altar other than at the sanctuary was considered a great sin, punishable by death.
The ten princes, without asking for an explanation, assumed their guilt and rebuked them sharply.
b.	PP 519, 520 applies in the following ways:
(1)	To church members: Older people criticize the young, and younger people criticize the older ones, often without knowing the facts. And even when they are justified, PP 519, 520 declares that "censure and reproach" will only drive them farther from the church.
(2)	To fellow academy students: The cruel, vicious things said about one another are way out of line and should never be said. Criticizing and con-demning is not a game for Christians.
(NOTE:	Depending on circumstances in your school,
you may pursue this traditional problem in dis-cussion and commitment. We need to encourage youth to do more than just talk about how terrible it is to cannibalize one another!)
c.	The accused tribes simply explained why they had built the altar. It was not built for sacrifice, but as a symbol that their faith was the same as the other tribes. They did not retaliate when accused, and that’s a lesson most of us need to learn.
(NOTE:	As a symbol of faith, the altar tended to unite
the divided tribes, not divide them as the ten princes thought. The faith of Gad and Reuben superseded the human desire to retaliate. If our brethren today should accuse us falsely, would our faith come through as impressively, or would we fight for our rights?)
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12.	The Canaanite woman came to Jesus so her daughter could be healed. The disciples tried to send her away, but she persisted and Jesus granted her request of faith. Jesus loved this Canaanite woman and worked for her salvation just as God loved and worked for the salvation of the Canaanites in the Old Testament. The disciples felt themselves superior to this Canaanite woman, just as Israel in the Old Testament felt aloof from the Canaanite tribes and refused to witness to them.
*13. (NOTE: No written work on this question. See RESOURCE MATERIALS, number 3.)
14.	One short phrase answers this question clearly: "If
these warnings were not true, how could we be sure that His promises would be fulfilled?" (PP 522) God cannot forgive sin unconditionally; He cannot excuse sin.
(NOTE: This entire paragraph in PP 522 is worth reading aloud in class. See RESOURCE MATERIALS, numbers 4 and 5.)
1.	Achan’s destruction and God’s justice
Speaking to the issue of Achan and the destruction of his whole family, the following statement could clarify the issue as well as promote discussion: "Achan’s sin brought disaster upon the whole nation. For one man's sin the displeasure of God will rest upon His church till the transgression is searched out and put away. The influence most to be feared by the church is not that of open opposers, infidels, and balsphemers, but of incon-sistent professors of Christ. These are the ones that keep back the blessing of the God of Israel and bring weakness upon His people.
"When the church is in difficulty, when coldness and spiritual declension exist, giving occasion for the enemies of God to triumph, then, instead of folding their hands and lamenting their unhappy state, let its members inquire if there is not an Achan in the camp. With humiliation and searching of heart, let each seek to discover the hidden sins that shut out God’s presence.
"Achan acknowledged his guilt, but when it was too late for the confession to benefit himself. . . . Then, when his sin could no longer be concealed, he admitted the truth. How often are similar confessions made. There is a vast difference between admitting facts after they have been proved and confessing sins known only to ourselves and to God. Achan would not have confessed had he not hoped by so doing to avert the consequences of his crime.
(Mean to You)
RESOURCE
MATERIALS
33
But his confession only served to show that his punish-ment was just11 (PP 497, 498) .
But why were even the innocent little children and babies killed? Had they sinned beyond measure?
,1Have you considered why it was that all who were connected with Achan were also subjects of the punish-ment of God? It was because they had not been trained and educated according to the directions given them in the great standard of the law of God. Achan,s parents had educated their son in such a way that he felt free to disobey the Word of the Lord, the principles inculcated in his life led him to deal with his children in such a way that they also were corrupted. Mind acts and reacts upon mind, and the punishment which included the relations of Achan with himself, reveals the fact that all were involved in the transgression" (Ellen White in 2BC 998).
But were all the small babies of Canaan which were killed by the Israelites beyond salvation, too? Here we can only speculate, but there are two points that can be logically applied. First, the depravity of the parents would most probably be passed on to their children, and the picture would continue to get worse and worse. So God’s destruction of these children would be justified.
But suppose there was a small child in a village attacked by the Israelites who would have been a righteous adult had he not been destroyed. God’s wisdom and love will still prevail, for in the last day, can He not raise him up to live forever with the righteous?
Do we conclude that war is just, that killing is necessary, and that God always stands in His wisdom and love behind a "Christian" nation’s warfare? No, for the profound difference in the Old Testament was the theocracy, in which God directly led His people to do His will in carrying out His judgments against the wicked. The judgments were clearly God’s decision, carried out by those under covenant relationship. To refuse to carry out God’s commands ex-plicitly would be to break covenant, and be rejected. Saul is an example of this principle. Instead of destroying all the Amalakites, as God had told him to do, he spared the life of Agag. He had broken the covenant relationship and was rejected. (On the covenant, see the SUGGESTED ANSWERS, number 7, in Lesson 10. Also, consult the SDA Bible Dictionary, pp. 1137, 1138, under "War.")
2.	Patient faith and conquering faith
You might discuss the differences between patient faith, (which involves waiting) and conquering faith, (which involves moving ahead) based on the experience of Israel in the wilderness and then upon entry into Canaan. Both
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the patient faith and the conquering faith demand the same ingredient: Trust in God· How can we apply this to our own Christian experiences?
3.	God's destructive acts in the Old Testament
Part of the explanation of the picture we have of God in the Old Testament is to be found in the fact that while the Bible is an inspired book, it is also a human book. "The Bible points to God as its author; yet it was written by human hands; and in the varied style of its different books it presents the characteristics of the several writers. The truths revealed are all 'given by inspiration of God' (2 Timothy 3:16); yet they are ex-pressed in the words of men. The Infinite One by His Holy Spirit has shed light into the minds and hearts of His servants. He has given dreams and visions, symbols and figures; and those to whom the truth was thus revealed have themselves embodied the thought in human language"
(GC v, vi).
Sometimes we use anthropomorphisms to describe God's actions, simply because we have no other way of under-standing what He is doing. Thus, when a term such as "wrath" is used, we immediately think of the human definition which implies a passionate outburst, a temper tantrum. But God's wrath is above that. The same problem is involved in understanding God's "love."
Besides the obvious language problems, there are cultural and historical differences that we must cope with in trying to understand what God is really like. In the Old Testament economy the concept of "corporate solidarity" comes through very strongly. Families shared in the guilt of their individual members. The sense of community was much stronger than in today’s communities. So when we talk about God’s destructive wrath, we must not allow our limited understandings to limit God's acts to the level of human emotion. Israel places complete trust in His judgment, even though they complain about their cir-cumstances. Israel is so committed to community that not to share in the sins of the family would constitute an injustice! (As in the case of Achan.)
4.	God's warnings and promises
From WORTH THINKING ABOUT, emphasize the PP 522 statement, "God has faithfully pointed out the results of sin, and if these warnings were not true, how could we be sure that His promises would be fulfilled?" God must be consistent if we are to trust Him! Suppose God were to "change His mind" about the consequences of sin. Might He not also change His mind about His promise to save those who trust Him? God's laws, principles, and pronouncements are as eternal as God Himself.
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5· School discipline
Could you apply the same principle which appears at the end of WORTH THINKING ABOUT to a school situation, say, for example, to school rules and school discipline?
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5.	Wresting or Resting?
LESSON PURPOSE
To challenge the young people to complete the task of spreading the gospel to the whole world.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Identifies the task of Adventists.
Specific:
OUTLINE
Lead-in:	Israel refuses to drive out the heathen and to abolish idolatry;
the judges attempt to deliver Israel.
Bible Writers: Work of the judges; Israel’s desire for a king.
Mean to You: The need for SDA’s today to complete God’s work.
Worth Thinking About: How God succeeds for us and through us.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-5.
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Do questions 6-12, and read WORTH THINKING ABOUT. (Note: Optional Project following question 11.)
1.	In question 2, be sure the class understands why the pagans had to be driven from Canaan. (See NOTE after SUGGESTED ANSWERS number 2.)
2.	Question 4 will probably need clarification for the students. Consult SUGGESTED ANSWERS.
3.	The rest of the period should be used in implementing the Optional Discussion following question 11. (Note:
See RESOURCE MATERIALS, number 3.)
1.	Several questions demand discussion in this section, beginning with question 8. On this question you may wish to have two or three students read their answers as a basis for the discussion.
2.	Lead the students in clearly defining the task of SDA’s today. What do we have to say that nobody else is saying? What should we be that nobody else is? What does this mean in practical terms? (Question 9.)
3.	Discuss question 11, and stresspossible solutions to the apathy among young Adventists.
4.	Compare the statement in question 12 with Samson and many young people today.
5.	If you assigned the Optional Project following question 11, have the students involved present their findings to the class. Follow up with discussion.
1.	God did not drive the adversaries out of Canaan because Israel had not obeyed Him; they had broken their promise not to make covenants with the pagans.
(NOTE:	See RESOURCE MATERIALS, number 1.)
2.	The pagans had to be driven from the land because the Israelites would be tempted to intermarry with them and worship their idols.
(NOTE:	The issue is bigger than so many Hebrews vs. so
many Canaanites. It involves the survival of God’s truth on earth, just as did the state of affairs before the flood. God’s drastic acts are demanded by drastic circumstances. When God’s love and truth became so obscured through idolatry and apostasy that it risked extinction, God had to act. The defeat of the loving rule
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
38
of God would in effect mean the defeat of the universe, for once Satan had control, absolute evil would reign unchecked, and absolute evil would bring inevitable death to every living creature. So the issue of driving the pagans out of Canaan is bigger than a historical piece of international intrigue. This is always the case when we study God’s 1,strange" acts. We are inclined to think only in terms of immediacy, when in fact a uni-verse may be at stake!)
3.	The period of the judges was filled with warfare, idolatry, and intermarriage.
*4. The new generation of Israelites did not know the horrors of war, nor had they seen God's mighty deliverance from the enemy as their fathers had. The Lord would now show them that He could fight for them too, and that if they were to succeed, it would be on the same terms as it had been with their fathers: complete trust in Him.
5.	The judges functioned primarily in a military role: "Then the Lord raised up judgesf who saved them out of the power of those who plundered them" (Judges 2 :16) .
6.	The Israelites asked Gideon to be their king, but he refused saying, "The Lord will rule over you" (Judges 8:23) .
7.	a. Abimelech's father was Gideon (called Jerubbaal).
He had his brothers killed so that the people would make him king of Israel, the role his father had refused.
(NOTE: Judges 9:22 says Abimelech ruled Israel for three years. He became a king over Israel before they had a king!, i.e., before Israel’s "first" king, Saul.)
b. Obviously, Israel's request that Gideon be king, and their subsequent crowning of Abimelech at Shechem revealed their dissatisfaction with God as their King.
*c. The point of this allegory is the foolishness of Israel in choosing a mere weakling to be their monarch.
(NOTE:	SDABC suggests that Gideon was the olive tree
that refused to rule them as king, and the other sons of Gideon as being the fig tree, who also did not rule, and finally, the bramble, a thorny bush representing Abimelech, rules over them. This dry, thorny bush would produce a "fire" that would do great harm to the other trees, i.e. to Israel, and certainly Abimelech fits the allegory.)
Perhaps if we think the world cannot be helped, it cannot. But with the help of God, there is still
(Bible Writers)
*8. a.
(Mean to You)
39
much that can be done by youth today.
(NOTE: See RESOURCE MATERIALS, number 2.)
b. PP 550 says, "Success does not depend upon numbers.
God can deliver by few as well as by many. He is honored not so much by the great numbers as by the character of those who serve Him." This indicates that there is a place for efforts to improve the world, even though we may never see a complete re-versal of the present trend toward evil.
(NOTE:	Certainly the world will not get better,
and the ״tide of moral evil" will not be stayed if we do nothing!)
*9. The task of the Advenitst Church today is to proclaim God’s saving love through our lives and through our spoken testimony, so that He may return again. Secon-dary to the proclamation of His saving love and its effect in our own lives, comes the witness to righteousness by faith, the sanctuary, the Sabbath, health, and other key truths we have been entrusted with.
(NOTE:	Allow your students to grapple with this
one in discussion. It will be difficult for them to define what we have that n£ other church has! Emphasize the point that our uniqueness is found not simply in what we can do for God, but what He wants to make of us!
He wants us to work with Him in demonstrating His love before the world, as He had hoped to do through Israel.
We do have a full message that reaches into the mental, physical, spiritual and social aspects of man's existence.
*10. Apparently we have relaxed in our comforts, since we
are not in the kingdom. We have been reluctant to allow God to show us the great things He could do for us and through us if we would let Him1.
*11. We see less zeal in the church today than when it was founded three or four generations ago. We have been victims of history; we have dimmed our goal; we have lost the sense of commission which our early fathers had. The only solution to our problem is to be baptized (immersed) with the Holy Spirit, so that we can recapture that zeal, and show the world that God has called us to a great task as surely as He called our founding fathers.
(NOTE:	It is improbable that a student will say we have
been exempt from this pattern, but if someone believes we are, the basis will probably be that God has blessed this church, indeed!)
12. (NOTE: student memory work.)
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RESOURCE	1. Why did not God drive out the pagans?
MATERIALS
On question 1 we add the following: ״A minor theme in the book /"Judges] is that the troubles of Israel were due in a large measure to the evil influence of their heathen neighbors. Someone might ask why, if the idolatrous inhabitants of the land were agents leading the Hebrews into temptation, God did not drive out the Canaanites and Amorites, and thus prevent the apostasy of His people. The author evidently offers an answer to this objection in one section of the book (ch. 3:14־). Here he states that the Lord recognizes the value of difficulties in the formation of character. For this reason God left the Canaanites in the land to prove whether Israel would serve Him.
"A further purpose of the author was to describe how, under the leadership and blessing of God, a number of small tribes were able to achieve a permanent settlement in a strange and hostile land; how their heroes acquired fame; and how, in the midst of diverse interests and molding influences, loyalty to their one God prevented their absorption by other peoples” (2BC 304).
2.	Satan plays dirty
To expand question 8, and to clarify a significant issue regarding the apparent victory and dominance of evil in this world, emphasize the simple truth that Satan, by his nature, plays dirty. God, by His nature, will not.
Ellen White supports the concept: ”In His dealing with sin, God could employ only righteousness and truth. Satan could use what God could not—flattery and deceit" (GC 498).
3.	Parents transmit evil traits to children
In the Optional Discussion following question 11, the following paragraph will provide a helpful context for the statement from PP 561: "And fathers as well as mothers are involved in this responsibility /"self-controiy · Both parents transmit their own characteristics, mental and physical, their dispositions and appetites, to their children. As the result of parental intemperance children often lack physical strength and mental and moral power. Liquor drinkers and tobacco users may, and do, transmit their insatiable craving, their inflamed blood and irritable nerves, to their children. The licentious often bequeath their unholy desires, and even loathsome diseases, as a legacy to their offspring. And as the children have less power to resist temptation than had the parents, the tendency is for each generation to fall lower and lower.
To a great degree parents are responsible not only for the violent passions and perverted appetites of their children but for the infirmities of the thousands born deaf, blind, diseased, or idiotic."
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6.	Conquering Chaos
LESSON PURPOSE
To show what God can accomplish through one committed person. To apply education to life.
PERFORMANCE OBJECTIVES General:
Describes schools of the prophets. Evaluates educational techniques. Understands personal responsibilities. Specific:
OUTLINE
Lead-in:	Birth, call, and ministry of Samuel, the Judge.
Bible Writers: Eli’s wicked sons.
Modern Messenger: Schools of the prophets.
Mean to You: Responsibilities of youth and parents; SDA idolatry.
Worth Thinking About: What the youth may become.
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Read the Lead-in, and do questions 1-5. (Note: Optional Project following question 5.)
Do questions 6-8, and read WORTH THINKING ABOUT.
1.	Read questions 7 and 8 to answer any questions students may have about the next assignment.
2.	Review the life and contribution of Samuel.
3.	Go carefully through question 5, making sure the students understand the schools of the prophets.
4.	Try to spend the last half of the period organizing the optional project following question 5. This could be the most exciting part of the course for many of your students, and it could contribute to the educational pro-ces s immeasurably.
1.	Read question 4 in Lesson 7 to answer any questions students may have about the next assignment.
2.	Discuss question 6 in terms of disciplining children. How do we avoid the problems Eli had with his children? Should we be strict? Permissive? Should we spank? Deprive? Isolate? Yell? Reject? What jls effective discipline?
(Note: This area is of intense interest to the young people for two reasons: They are young enough to still
be under discipline from their parents, and they are old enough to begin thinking about how they will discipline their own children.)
3.	Try to discover if any students came up with the SUGGESTED ANSWER for question 7. If not, lead them into the concept of making that which is essentially good, and possibly even holy, an idol.
4.	Review the important concepts involved in WORTH THINKING ABOUT, and apply them to question 8. It might be pointed out that this counsel is especially relevant, since most of us spend our lives doing many trivial things. On those terms, if life is going to be successful, it must be a success in the ',little things," or not at all! And, of course, the obvious application that it is only as we perform the trivial tasks of life faithfully that we shall be prepared for those that are more demanding and significant. (Note: See RESOURCE MATERIALS number 4.)
5.	The balance of the period should be spent completing organization of "School of the Prophets Week."
ASSIGNMENT (for 1st day)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
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1.	During Samuel's boyhood the Philistine threat continued, there was no active priesthood in the villages; there was little evidence of their covenant with God; there
was no tribal government; in short, chaos ruled the nation.
2.	He became traveling judge and reformer; he restored the covenant at Mizpah. He also established the schools of the prophets.
(NOTE:	Someone may also answer that Samuel became
"judge, prophet, and priest.")
3.	The sons of Eli stole from the people when they came to sacrifice; they destroyed the meaning of the services
so that many people ceased coming; and they even indulged in sexual sin with the women who served in the temple.
Not a very pretty picture.
4.	Eli received the prophecy that his two sons, Hophni and Phinehas would die on the same day. In a battle with the Philistines the ark of God was captured, and Eli ׳s two sons were both killed in fulfillment of the prophecy.
5.	a. The purpose of the schools of the prophets was to
train youth to be leaders of God's people. "The schools of the prophets were founded by Samuel to serve as a barrier against the widespread corruption, to provide for the moral and spiritual welfare of the youth, and to promote the future prosperity of the nation by furnishing it with men qualified to act in the fear of God as leaders and counselors"
(PP 593:1).
(NOTE:	This is a general question and may elicit
such answers as "restore the image of God in the soul," "uplifting our fellow men," or "learn practical lessons of life.")
b.	The subjects taught in the schools of the prophets were sacred history, sacred music, and poetry. A trade, and work experience while in school were also in the curriculum.
c.	For P. E. they did practical labor.
*d. (NOTE: This schedule may vary, but should reflect the elements mentioned above.) *
*e. (NOTE: This could be a somewhat dangerous question, since it may challenge your school program. Be careful how you handle this in a class discussion, depending on your school. See RESOURCE MATERIALS, number 2.)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)
(Modern
Messenger)
44
*£. Also a subjective question, but here it is hoped
that some bright student will suggest the following: Over the centuries 271372 Λas decided that knowledge is the stuff of which education is made, rather than a total program of practical learning as we see in the schools of the prophets. Consequently, we have become "knowledge" centered, and, therefore, classroom centered. It is also a significant factor that a person needs to know much more about his world today with the advances (?) of technology. The body of knowledge to be learned today is extensive compared to earlier periods. But this should not mean that education should be impractical.
(NOTE:	In the early Christian church, the Gnostics
actually believed that knowledge could save you!
Are we as educators involved in a "neo-gnosticism?")
(Mean to You)	*6. Hopefully, the students will all agree with this statement.
They will probably cite cases where they have seen this to be true, though they will hardly admit that it has been so in their own home'.
(NOTE:	This question could lead into an interesting
discussion in which you attempt to find a solution to the problem of authority and discipline in todayfs home.)
*7. Perhaps Satan tempts us to make idols out of what are
essentially good things, like churches, Bibles, the Sabbath the Ten Commandments, doctrines, church standards, the Spirit of Prophecy. All these can become idols.
(NOTE:	The way this question was worded, it is hoped
that the usual answers of "cars, boats, homes, money, etc." will be avoided. Satan may capture the world with these things, but he often prefers to get God’s people in more subtle, undetectable ways, just as he did with Israel in the Old Testament when he convinced them to worship the ark! See RESOURCE MATERIALS, number 3.)
* 8.	STATEMENTS	APPLICATIONS
Regard humble duties Home: Make bed, empty trash, as from the Lord.	clean garage, wash dishes, clean
house, etc.
School: Help out where you can at school to make it a better, happiers place, such as keep-ing school property attractive and preserving order in the school.
(NOTE:	Student may have specific
tasks related to school.)
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APPLICATIONS
STATEMENTS
Conscientious attention Home: Don’t do half a job, how-to little things.	ever small it may seem.
(NOTE:	Specifics may be
listed.)
School:	Daily homework should
be regarded as important as tests. We should be careful, thorough students.
Maintaining Christian Home: Both in work and in deal-integrity.	ing with other members of the
family.
School:	Be faithful in meeting
requirements, appointments, and obligations. Don't cheat. The Christian should not ignore rules and regulations, even though they are not religious in appli-cation.
Uplifting our	Home: Instead of competing or
fellowmen.	quarreling, we should apply
true kindness and helpfulness at home, without complaint.
School:	Students could help one
another and encourage those who are down. A brighter student should help the slower one, rath-er than glorying in his "A's." Recognize that winning a game is not as important as playing your best. Our goal should not be to "defeat" someone.
RESOURCE	1· Samuel challenges youth today
MATERIALS
This entire lesson is a challenge to our young people to save the church! Samuel was confronted with over-whelming odds of apostasy, idolatry, and general spiritual decay in the nation of Israel. Yet he proved what one person committed to God can do for a faltering nation or church. Even though the church today has problems, the youth should accept the challenge of doing something about them, because it’s Godfs movement, not man’s. The life of Samuel is an indirect challenge to all SDA youth to do something positive and beneficial about the church.
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2.	Are we following God’s plan for our schools?
For a valuable resource, consult E. A. Sutherland’s book, Studies in Christian Education, n.p., n.d.
3· Idol worshiping; the ark
To supplement question 7, read 1 Samuel 5 and 6; also PP 589· Note also this PP 584 statement from which question 7 was taken: "They had not realized that their faith was only a nominal faith, and had lost its power to prevail with God. The law of God, contained in the ark, was also a symbol of His presence; but they had cast contempt upon the commandments, had despised their requirements, and had grieved the Spirit of the Lord from among them. When the people obeyed the holy precepts, the Lord was with them to work for them by His infinite power; but when they looked upon the ark, and did not associate it with God, nor honor His re-vealed will by obedience to His law, it could avail them little more than a common box. They looked to the ark as the idolatrous nations looked to their gods, as if it possessed in itself the elements of power and salvation. They transgressed the law it contained; for their very worship of the ark led to formalism, hy-pocrisy, and idolatry."
4.	Success depends on willingness, not talent
The whole point of WORTH THINKING ABOUT is summarized in PK 219: "Many long for special talent with which to do a wonderful work, while the duties lying close at hand, the performance of which would make the life fragrant, are lost sight of. Let such ones take up the duties lying directly in their pathway. Success depends not so much on talent as on energy and willing-ness. It is not the possession of splendid talents that enables us to render acceptable service, but the conscientious performance of daily duties, the contented spirit, the unaffected, sincere interest in the welfare of others."
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7.	God's Replacement
LESSON PURPOSE
To contrast God’s ways with man’s ways as seen in Israel’s insistence on having a king and in the attitudes of Saul and David.
PERFORMANCE OBJECTIVES General;
Knows historical facts.
Contrasts God’s ways with man’s ways. Specific:
OUTLINE
Lead-in: God allows Israel to have a king.
Bible Writers: Israel’s kings: Saul and David.
Modern Messenger: The burden of having a king; Saul’s mental condition; David’s strength.
Mean to You: Social pressures; strength from God.
Worth Thinking About: Cruel criticism.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-4.
7-EBT-II
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Do questions 5,6, 913־, and read WORTH THINKING ABOUT. (Note: Optional Project following question 10.)
1.	In case the Lead-in gives the impression that this lesson is about Samuel, explain that it is about Israel's first two kings, Saul and David. (Note: Also on the Lead-in, see RESOURCE MATERIALS, number 1.)
2.	For discussion: Why did God not want Israel to have a king? (Note: This will be seen clearly by the time they finish this lesson, but it might be interesting to get students’ opinions at this point.)
3.	Ask the class to quickly read their list of answers for question 4.
4.	Do the Optional Projects following question 4 in class.
For the second Optional Project, choose students who are not shy, and who have strong voices!
5.	If you have any time left over (and you probably will not) , allow the students to begin the next lenghty assignment.
1.	Summarize the answers to question 6.
2.	Do question 7 in class. (Note: You might want to bring a psychology textbook to class to help in this question.)
3.	Apply questions 11 and 12.
4.	Do the Optional Discussion following question 13, list-ing parallels on the board.
5.	If you assigned the Optional Project following question 10, the group should present their findings to the class. (Note: See RESOURCE MATERIALS, number 5.)
1.	When Israel would demand a king, it should be the Lord’s choice, not their own. He should not be materialistic; he should follow the law of the Lord; and he should remain humble.
2.	The people said, "'Pray for your servants to the Lord your God, that we may not die; for we have added to all our sins this evil, to ask for ourselves a king'" (1 Sam. 12:19).
3.	Man would tend to look on the stature and appearance of the manf but the Lord looks on the heart.
(NOTE: Isn’t it ;interesting that God picked a man head and shoulders above the people, anyway? For discussion,
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED ANSWERS (Bible Writers)
ask why God did this. Was it to please the people? Is this another example of Godfs love and willingness to meet man where he is?)
TEXT	EVENT	CHARACTER TRAIT
Saul
1 Sam. 10:20 to	Selection of king.	Humble; reluctant
11:15	to be king.
1 Sam. 13:1-15	Saul sacrifices at Presumptuous.
Gilgal.
1 Sam.	14:1-46	Jonathan defeats	Unjust (wouldn't
Philistines.	let his men eat;
nearly kills his son i)
1 Sam.	15:1-35	Saul spares Agag.	Disobedient.
1 Sam.	18:6-16	David's military	Jealousy, hate-
victories.	:ful, murderous.
David
1 Sam.	18:1-30	David's military	Courageous,
victories.	humble.
1 Sam. 21:10-15	David before	Deceitful.
Achish.
I 5am. 22:3-5	Provided for	Loving.
parents.
1	5am.	26:1-12	David spares Saul.	Trusting in God.
2	5am.	1:1-26	David mourns Saul's	Noble.
death.
2 5am.	9:1-13	David cares for	Kind, loyal.
Mephibosheth.
2 5am.	11:2-5	David discovers	Lustful.
Bathsheba.
2 5am.	12:1-15	Nathan reveals	Remorseful and
David's sin.	repentant.
2 5am.	24:1-10	David numbers	Presumptuous
Israel.	then repentant.
(NOTE: If time does not allow participating in the Optional Projects, perhaps students would like to recall other events in the life of Saul and David which illustrate character traits.)
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4.
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5· Israel grew tired of their own simplicity and longed for the pomp and display of pagan kings. They wanted to be free from God's divine rule.
6.	A king would be a burden on Israel in the following ways:
(1)	Young men would be required for the king's service.
(2)	Young men would be needed to fill the ranks of the king's army.
(3)	They would be obligated to tend his fields, and harvent his crops, and manufacture war equipment for his service.
(4)	Young women would be taken to the palace for work.
(5)	The king would take the lands God had given to the people.
(6)	He would take their most valuable servants and cattle.
(7)	He would require a tenth of their income.
(8)	They could no longer be considered special by the nations, for now their king would be a mere human.
(Note: No other nation on earth had a god who coimnunica-ted so directly to the people. God spoke through the Urim and Thummin, visions to the prophets, dreams to leaders, revealed civil, health, and religious laws, providential events, and angels. While God controls all nations, He has never chosen to reveal Himself to any nation as He did to Israel.)
*7. (NOTE: Perhaps you will receive a limited response on this question from most of your students; if you use it, however, its value is in showing how utterly insane one can become in turning from the Lord’s plan for his life. The students will undoubtedly conclude that Saul was mad, as does Ellen White. Some students may define Saul’s malady in popular psychological terms. See RESOURCE MATERIALS, number 4.
*8. (NOTE: No written work on this question.)
9.	David repented of his mistakes; he was always truly sorry for the broken relationship with God. David was humble and teachable. But Saul continually hardened his heart, refused to repent, and in his pride and stubborness he rushed away from God faster and faster. David always returned to God in trust, wanting only to please Him.
(Modern
Messenger)
(NOTE: See RESOURCE MATERIALS, numbers 2 and 3.)
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*10.	"Whoever under the reproof of God will humble the soul
with confession and repentance, as did David, may be sure that there is hope for him. Whoever will in faith accept God's promises will find pardon. The Lord will never cast away one truly repentant soul" (PP 726).
*11. Seventh-day Adventists could also conform to the corrupt society and forsake our King. We get more and more caught up in the culture in which we live, as did Israel, and sometimes we want to be just like our "pagan neigh-bors."
12.	If we waste our young lives, how can we expect to have young energies to put to good use later on? You simply cannot recover lost time and energies.
13.	(NOTE: Student memory work. You may wish to ask your students to read all of Psalm 51 since it comprises David’s prayer after his sins with Bathsheba. See
PP 724, 725.)
(Mean to You)
1.	Samuel’s sons
Perhaps we should be cautious in attributing the problems of Samuel’s sons strictly to Samuel. With Samuel’s being away from home as the traveling judge, we might well ask what kind of mother Mrs. Samuel was.’ While we can say that Samuel was partially responsible for the irresponsibility of his sons, he was not guilty in the same degree as Eli. Samuel had been "indulgent” of them while they were young children, but he was unaware of their crimes as adults or he would have promptly removed them from office. Compare PP 575:1 and 577:1 with 604:1, 2.
2.	Parallels between David and Christ
An area that was not directly explored in the lesson is the number of parallels between David and Christ. You might ask students to identify as many of these as they can* and list them on the board. Why was Jesus not the "Son of Saul" or the ״Son of Solomon?" Why David?
3.	The Messiah to come through David
More promises pointing to David as the one through whom the Messiah would come: Ps. 89:3, 4, 27-29, 34-37; Ps. 132:11; Amos 9:11, 12; Isa. 9:6, 7; Isa. 11:1, 10; Micah 5:2, 4; Jer. 22:29; 23:56; 33:20, 21; Zech. 12:8; 13:1; Luke 1:30-33.
RESOURCE
MATERIALS
52
4.	Saul’s mental condition
A further description of Saul’s mental condition: Low self-esteem, impulsive, paranoid, depressive, psycho-pathic, suicidal.
5.	Caution on spiritism project
״In discussing with spiritualists you have not merely to meet man and his arguments, but Satan and his angels. And never should one man be sent forth alone to combat with a spiritualist. If the cause of God really demands that we confront Satan and his host as represented by a spiritual medium, if enough is at stake to call for such a decision, then several should go forth together that with prayer and faith the host of darkness may be driven back and the speaker shielded by angels that excel in strength" (IT 428). (You may wish to read the entire testimony to Moses Hull . He successfully debated against spiritualists and then became one.)
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8.	Summing It Up
LESSON 1
1.	Christ could be recognized in the cloudy pillar and in the sacrifical lamb.
2.	God led his people out of the security of Egypt and helped them, just as a mother eagle urges her young out of the nest and then helps them learn to fly.
3.	Old Testament history can be studied as a description of how Israel responded to God1s plan described in Deuteronomy .
4.	In both the Old Testament and today f God wants to show the world what His love and blessings can do for His people. If God’s people are true, then the nations will also believe and accept His ways. He wants His people to become the means of saving the surrounding nations.
5.	In Christ we have peace, redemption, forgiveness, and joy. He also gives us health and other physical benefits when we trust and obey Him. We also have the joyful advantage of being able to spread His love to others.
6.	Seventh-day Adventists have been chosen to show God’s love and present truth to the rest of the world.
*7. (NOTE: Student project. See titles in SUGGESTED ANSWERS for question 4 in Lesson 1.)
LESSON 2
8.	They complained about difficulties of travel, about food and water, about obstacles in conquering Canaan, about the authority of Moses and Aaron, and indirectly, about the way God dealt with them.
9.	God wished to humble His people and teach them to trust fully in what He promised He would do for them. It was their unbelief and distrust that kept them in the wilderness.
10.	God was King over Israel; Prophets revealed God’s will; Priests served in religious services; Judges held court and passed judgment; Levites served in the tabernacle; Elders bore the burdens of Israel.
11.	God’s people in the Old Testament were directly dependent upon the leader-ship of Moses, whereas today, God’s people can survive comfortably without direct dependence upon the top church leaders. Moses had a difficult job, but the task is no less demanding today in many ways. Moses dealt with a community of believers who lived together. Today we have a church that is spread throughout the world. Samuel and the General Conference
President may have more in common than Moses and the
G.C. President, since Samuel’s Old Testament Church was spread out, somewhat similar to the church today.
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12.	Just as ancient Israel failed to fully trust God, so have God’s people today failed Him. As entrance into earthly Canaan was conditional upon man’s response to God and His promises, so entrance into heavenly Canaan is conditional upon man’s response to God. As soon as we finish the task God has given us, we will enter the Promised Land.
13.	The Edomites, Moabites, Ammonites, and Midianites which were related to Abraham were spared during the conquest. God would keep his promise to bless the children of Abraham, until they might go beyond His saving power.
He also spared other nations which had not finally rejected His love.
14.	As the brass serpent represented the cure for the stricken Israelites, so Christ lifted on the cross is the cure for the disease of sin. Christ as a serpent is better understood in view of His being made sin for us.
15.	Ancient Israel was not to think they had exclusive rights to the earth. God wanted to use them to bless others on earth, not to eliminate them’. The same is true of Spiritual Israel, the church today. God will give them the earth as their inheritance after sin is destroyed.
16.	Adventists should do all in their power to win those in other churches to a fuller understanding of God’s love and truth. We should not be cold or hostile, but regard them as those for whom Christ died.
17.	We can depend on Jesus. He has pledged His word, and if we turn to Him, we cannot be lost’.
18.	Israel’s pride in conquest and the sins of Achan explain Israel’s defeat at Ai.
19.	The Gibeonites deceived Israel into a peace treaty. The result was that they became the servants of Israel.
20.	Joshua told his people to love the Lord, and not to marry pagans or worship idols.
21.	Moses chose to suffer with God’s people rather than rule on a throne, he knew the affliction and poverty Christ knew, he was perfected through suffering, he led his
LESSON 3
LESSON 4
55
people as a servant, he endured the agonies of his people, and he died and was resurrected as was Christ.
22.	We should not retaliate when accused, and we should be very cautious before we start making accusations.
*23. (NOTE: A basis for this essay is found in WORTH THINKING ABOUT, Lesson 4, ,*Conquer and Divide.״)
24.	The Israelites failed to completely rid Canaan of pagans and idolatry. The only safety for God's people would be in complete eradication of paganism.
25.	The judges functioned primarily in a military role, liberating God's people from their oppressors.
26.	The problem is that we as Adventists have not completed our God-given task of spreading the gospel to all the world so that Jesus might come. The solution is for all of our people to accept the challenge to complete this work.
27.	Later generations forget goals; after all, the goals were those of our forefathers, not our own. The solution is to discover God's goals, and make them our goals.
*28. (NOTE: This is a subjective question from which a
variety of correct answers may come. Close to the top of the list of Samson’s problems was his refusal to deny himself his slightest whim or wish. Lack of self-control, his lust for Philistine women, his refusal to take life seriously, his general irresponsibility, and his refusal to trust God are all significant factors in his failure. Evaluate this question partly on the basis of the reason the student gives in explaining why this problem destroyed Samson.)
29.	Samuel was committed to the Lord's service before he was bom, being a child of promise. When still a child he was taken to the temple to learn to serve the Lord.
Also, he was a priest and a prophet before he became a judge.
30.	A lack of parental discipline produces the same results in every age. Home training will determine whether a child will be rebellious or not. The same principle applies to great leaders and ordinary people. Children are the product of the home, and it is in the home that positive training must take place.
31.	The schools of the prophets existed to provide practical training to promising youth who could assume roles of leadership for God's people. Their work involved practical
LESSON 5
LESSON 6
56
labor, sacred history, sacred music, and poetry. We should study the schools of the prophets today to see how we can make our education more effective and practical.
32.	Humble duties should be cheerfully accepted as part of God's plan for each individual. Success depends on conscientious attention to the little things. It also depends on integrity, and complete devotion of ourselves, with everything we have or are, to whatever task we do. Finally, we should seek to uplift our fellowmen in all we do.
33.	Israel's demand for a king indicated their dissatisfac-tion with God as their king. They insisted on having a king so that they could be like the surrounding nations— which was opposite to God's plans for them.
34.	A king would be a great burden on Israel. Young men and women wound be drafted into the service of the king, the people would have to surrender their best lands and crops to the king, he would require a tenth of their income, and they would no longer he able to declare to the nations that the Lord was their only king.
*35. Saul was a man of great stature, a handsome man whose appearance won the respect of the people. At first he was a humble man, reluctant to become king, but later he became presumptuous and jealous of his crown.
36.	Even though David's sins were many, he humbled himself and became repentant. David submitted himself to God but Saul would not. David's life and goals were centered in the Lord. Saul's ambitions were selfish. David had strength of character that Saul lacked. In the end Saul killed himself, but David stood true to his faith to
the end of his life. All these things considered, it's not too surprising that David was a better type of the Messiah and that through his line the Messiah would come.
37.	Israel (or man in general) would look at the outward appearance, while God looks at man's heart. The most important question is not how a man looks outwardly, but what a man is like inwardly.
*38. Saul could well be described as insane. (Perhaps
schizophrenic, paranoid, deluded, dissociated, mad.)
*39. (NOTE: Since this came under Optional Discussion in
this lesson, you may prefer not to have it in your test. However, if your discussion of this important comparison was fruitful, you will no doubt want to include it.)
40. God's people at the end of time will also have known
LESSON 7
57
what it means to sin and to repent; to trust God as their only hope. As David was humblef so God's people will be in the end. David represents every man who has seen his own deficiency and casts himself on the mercies of God.
(NOTE:	Since only the references for memory work are given
in the students1 books, the entire quotations are included here.)
"Therefore, since we are justified by faith, we have peace with God through our Lord Jesus Christ" (Rom. 5:1).
"The work of God in this earth can never be finished until the men and women comprising our church-membership rally to the work, and unite their efforts with those of ministers and church officers" (9T 117) .
"When we trust God fully, when we rely upon the merits of Jesus as a sin-pardoning Saviour, we shall receive all the help that we can desire. Let none look to self, as though they had power to save themselves. Jesus died for us because we were helpless to do this" (PP 431).
"The Lord, the Lord a God merciful and gracious, slow to anger, and abounding in steadfast love and faithfulness, keeping steadfast love for thousands, forgiving iniquity and transgression and sin, but who will by no means clear the guilty, visiting the iniquity of the fathers upon the children and the children’s children, to the third and fourth generation" (Ex. 34:6, 7).
"The real greatness of the man is measured by the power of the feelings that he controls, not by those that control him" (PP 568).
"Create in me a clean heart, 0 God, and put a new and right spirit within me. Cast me not away from thy presence, and take not thy Holy Spirit from me" (Ps. 51:10, 11).
(Lesson 1) (Leason 2)
(Lesson 3)
(Lesson 4)
(Lesson 5)
(Lesson 7)
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9.	Wasted Wisdom
LESSON PURPOSE
To reveal Godfs purposes for Israel and His plan for the nations.
PERFORMANCE OBJECTIVES General;
Understands Godfs purposes.
Compares Israel and the SDA Church.
Specific:
OUTLINE
Lead-in: Three visits with Solomon (young, humble Solomon; older, proud, wicked Solomon; and repentant Solomon).
Bible Writers: God’s plan for Solomon and Israel.
Modern Messenger: Solomon’s role and ours: How we are like Solomon. Worth Thinking About: The success God planned for His people.
ASSIGNMENT (for 1st day)
Read the Lead-in and do questions 1-3. (Note: Optional Project following question 8.)
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Do questions 6-8, 10, 11, 13, 14, and read WORTH THINKING
ABOUT. (Note: Optional Projects following question 14.)
1.	Do questions 4 and 5 in class.
2.	If you assigned the Optional Project following question 8, it should be presented at this point. If you do not have a student reporting on this project, perhaps you could present this material yourself. Contrast the high ethic of the God of Israel with the immorality and treachery of the pagan gods. It was bad enough for the pagans to engage in these practices, but immeasurably more evil for them to actually make such immorality a part of their worship! (Note: See RESOURCE MATERIALS, number 2.)
3.	Do question 9 in class in a discussion context. (Note: See SUGGESTED ANSWER.)
4.	Lead the class in the Optional Discussion following question 11. (Note: See RESOURCE MATERIALS, number 3.)
1.	Ask students to read the proverbs they chose for ques-tion 8, and to explain to the class how Solomon disre-garded his own counsel.
2.	Do question 12 in class. Lead the class into positive solutions. (Note: You might write three headings on the board to guide in this discussion: symptoms, problems, and solutions. See RESOURCE MATERIALS, number 4.)
3.	Summarize question 11 on leadership, if you have enough time.
4.	Lead the class in the Optional Discussion questions following question 14. (Note: See RESOURCE MATERIALS, number 5.)
5.	If you assigned the Optional Projects following question 14, brief reports would be appropriate.
6.	"Review from WORTH THINKING ABOUT the remarkable opportunities God provided Israel for success.
(Note: See question 13.)
2. Solomon asked for wisdom so that he could govern God's people wisely. He felt greatly inadequate for such a large task.
2. The "visits" included the periods in Solomon's life when he was a young, humble monarch; later when he forsook
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
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God and worshiped idols; and finally when he was older and had returned to the Lord.
3.	When Solomon became proud and self-sufficient he no longer trusted in the Lord. He turned to the idols of the surrounding nations he was attempting to influence, particularly when his foreign wives encouraged him to worship idols. It was for these women that he built the pagan altars.
(Bible Writers)	4. God did not provide His gifts for Israel alone:
a.	Gen. 12:2, 3 - 1,By you all the families of the earth shall bless themselves
b.	Isa. 42:6 - "I have given you as a covenant to the people, a light to the nations."
c.	Deut. 4:5-9 - "Keep them and do them; for that will be your wisdom and your understanding in the sight of the peoples, who, when they hear all these statutes, will say, 1Surely this great nation is a wise and understanding people.'"
5. Solomon's prayer and God's answer:
a.	Conditions of success:
(1)	For the nation, Israel (1 Kings 8:22-53) :
״If only your sons take heed to their way, to walk before me as you have walked, "
if, after sinning, "they turn again to thee, and acknowledge thy name, and pray and make supplication to thee,"
if when they have been carried away into capti-vity they repent,
if they would acknowledge their sins, then God could bless them and fulfill His plan for His people.
(2)	For the king, Solomon (1 Kings 9:3-9): "If you walk before me, as David your father walked with integrity of heart and uprightness, doing accord-ing to all that I have commanded you, and keeping my statutes and my ordinances ..."
b.	Blessings that would come if conditions were met:
(1)	To Israel:
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Israel would always have a king and a kingdom;
they could be forgiven and restored to the land of their fathers; rain would fall upon the land;
their cause would be maintained;
their prayers would be answered.
(2)	To Solomon: His throne would be established forever.
(NOTE: You may wish to expand this question to include the negative results in these same passages if Israel or the king would forsake the Lord’s ways· Consider the following texts: 1 Kings 8:31, 32, 46; 9:6-9.)
6.	When the queen of Sheba visited Solomon, she was deeply impressed with all the Lord had done for him, both in riches and in wisdom. ·She declared, "'The report was true which I heard in my own land of your affairs and of your wisdom, but I did not believe the reports until I came and my own eyes had seen it; and, behold, the half was not told Jne/ your wisdom and prosperity surpass the report which I heard'" (1 Kings 10:6, 7).
(NOTE: The rest of this chapter describes a Solomon upon whom God had poured out His blessings. How tragic that Solomon missed the mark and claimed the glory for himself instead of becoming a witness to the nations.)
7.	Solomon was warned to avoid any foreign marriages, for
these would surely lead him away from God into idolatry. How did Solomon respond? By marrying 700 women and collecting 300 concubines as well.	1 Kings 11:4 says
Solomon's wives "turned away his heart after other gods; and his heart was not wholly true to the Lord his God, as was the heart of David his fatherm"
(NOTE:	It’s remotely possible that some student will not
know what a concubine is. The SPA Bible Dictionary says a concubine is an ”inferior wife,” who could be more easily divorced than regular wives. Their children were also considered inferior to those born of full-fledged wives. fp.2197)
*8. (NOTE: For this question evaluate the proverb the student selects in terms of the actual life of Solomon. Many proverbs will be acceptable for this question.) *
*9. God's opposition to idolatry was based on His love for His people. He could not bear to see them debased and oppressed by cruel, immoral gods. Idol worship always causes men to sink lower and lower, as in the case of Solomon. God wants men to live abundantly, but turning
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from Him to idols is a rejection of His gift of a full life now and eternal life later.
10.	Both Solomon and Christ had power. But Christ, who had infinitely more power than Solomon, used His power to benefit others. Solomon used his power and wealth to glorify himself. Solomon had everything on earth to glorify God, and he failed. Christ had nothing on earth, and He changed the world'. Ellen White says that we must take warning from ancient Israel and be sure that we share our physical, mental, social, and spiritual benefits
with others.
11.	Ten qualities of a good leader: (1) walk circumspectly before others, (2) learn from God, (3) honor God, (4) obey His commandments, (5) desire wisdom, (6) remain consecrated, (7) have no eagerness for high position,
(8)	pray for an understanding heart, (9) discern between good and evil, (10) oppose wrong principles.
*12. Recognition or spirituality?
a.	Churches - Are we overeager to be recognized as a ,9solid Protestant denomination?” If we had to choose between the World Council of Churches and remaining humbly obscure, which would we choose?
Are we more proud of our welfare programs than we are of our message? Do we compete for highest honors in ingathering goals? Do we boast about our beautiful sanctuaries? Are we smug about having ”the truth”? Are we self-righteously proud that
we give more to the church per capita than any other Protestant denomination? And have more missionaries than any other Protestant church? And have the second greatest elementary and secondary school system? And have less lung cancer and live longer than the average population? Are we falsely secure about our salvation because we know the way of salvation yet live as though there were no heaven to gain, nor hell to shun? Do we selfishly withhold our knowledge of the prophecies which pronounce doom on millions and tell of certain rescue by a soon-coming Saviour?
b.	Hospitals - Are we healing broken bodies and spirits, or are we an employing organization for wealthy physicians? Are we more committed to medical science and technology than we are to spirituality? Do we insist on hiring dedicated Christian medical personnel? Do we still pray with patients? Do we do even these "spiritual" things for recognition?
c· Publishing Houses - Are we spreading truth, or are we selling books? Are we doing all we can to get our
(Modem
Messenger)
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books to as many people as possible by printing economical books? Are our marketing procedures able to reach the masses? Do we depend on clever advertising techniques or do we trust the Lord?
Is it a business or a soul-winning enterprise?
d.	Schools - Are we just holding our own in competition with the schools of the world, or are we out in front, following God's plan for education? Do we hire the most spiritual teachers we can find, or do we look for degrees? Are we more concerned about rules than we are about God's grace?
(NOTE: It would be well for you to handle this entire question in terms of possible solutions to the problems, rather than simply painting a black picture of the church. At best, the church has only stumbled along, but we must not take a destructive, negative approach.)
a. The church today may, in fact, become what God wanted His people to become in the Old Testament, but it's up to us to accept the challenge.
(NOTE: This question should reemphasize the basis for success vs. failure as outlined in Deuteronomy.
See question 3 in Lesson 1.)
(1)	God is as willing now as He was then to provide holiness of character, if we will submit to His molding.
(2)	Nobody in history has had a finer health message than we have.
(3)	The fear of the Lord is still the beginning of wisdom, and even though man's intellect cannot match that of Adam, yet in this age of "increased knowledge," God will still grant His people superior intellect.
(4)	There may still be the possibility today of agricultural superiority without upsetting ecological balance in nature. We must apply Bible principles to the technological era in which we find ourselves.
(5)	Inventive genius and creativity should spring from God's people today as readily as in the Old Testament.
(6)	Perhaps if God's people today were 100% faithful in returning the tithe, generous in their offer-ings, and used Bible principles of administering their business, God could still bless them so that they would be the marvel of the worldi
*13.
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(7)	Since we have the greatest message on earth, why shouldn't our counsel be the most sought after on earth today? Why shouldn't our people provide the best workers?
b. Comparing our success with the success of Israel:
('NOTE: Of course, these answers are not intended to be "final,״ because of the nature of this question.)
(1)	Probably no more holy.
(2)	Even though we have a health message, our refusal to follow it keeps us from being what we should, so we are probably not any more healthy than Israel was.
(3)	We know more than the Hebrews did, yet it is impossible to say whether our intellects are superior.
(4)	Since they were a rural community and we are not so much so today, they were probably better farmers than we.
(5)	Our craftsmanship today is probably somewhat above that of Israel, though we stifle much of our God-given creativity.
(6)	We are more prosperous; at least we think we are.
(NOTE: See Revelation 3!)
(7)	Since we are spread over all the earth, it could be said that we are a greater "nation" than Israel.
(NOTE: The point of this question is to show how both Israel and God’s church today miss the mark. Perhaps to conclude the discussion on this question it would be well to emphasize the promise: "The blessings thus assured Israel are, on the same con-ditions and in the same degree, assured to every nation and to every individual under the broad heavens" /TK 500, 5017. This places the emphasis on the promise of what God wants to do for us, not on our failures in the past.)
14.	(NOTE: S tudent memory work.)
1.	Word studies:
Pride - PK 54, 55, 59, 60.
RESOURCE
MATERIALS
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Repentance - PK 76-78.
Endurance - PK 82.
2.	The idols Solomon invited into his kingdom:
Ashtoreth - ,,A Semitic fertility goddess who was worshiped throughout the ancient East. In the Old Testament she appears as the chief goddess of the Sidonians (1 Kings 11: 5, 33; 2 Kings 23:13). She was the patron goddess of sexual love, maternity, and fertility. Images dedicated to her show her as a nude woman with the sex features grossly accentuated. Many figurines of the goddess have been found in Palestinian excavations, suggesting that they must have been carried by many people, presumably women, as charms or amulets. Prostitution as a religious rite was widely practiced in the service of this goddess1* (SPA Bible Dictionary, p. 84).
Molech - 1*The name of a god to whom human sacrifices were offered; . . . The Mosaic law strongly prohibited devoting one’s children to Molech (2 Kings 23:10, KJV;
RSV ,bum,' as an offering), and pronounced the death penalty over any offenders of this law (Lev. 18:21; 20:1-5). Yet, the Israelites frequently followed the prac-tice (Jer. 7:31; 19:4, 5; 32:35; Eze. 16:21; 23:37, 39, KJV). Ahaz and Manasseh burned their children at the high place of Topheth in the Valley of Hinnom, south of Jerusalem (2 Chron. 28:1, 3; 33:1, 6), but the pious king Josiah destroyed this place that it might no longer be used (2 Kings 23:10)** (SPA Bible Dictionary, p. 731).
Chemosh - **Occasionally human sacrifices were offered to him (2 Kings 3:27). From Solomon’s to Josiah’s time he was worshiped in Judah (1 Kings 11:7; 2 Kings 23:13)**
(SPA Bible Dictionary, p. 188).
3.	The nature of Solomon’s apostasy:
**So gradual was Solomon’s apostasy that before he was aware of it, he had wandered far from God. Almost imperceptibly he began to trust less and less in divine guidance and blessing, and to put confidence in his own strength. Little by little he withheld from God that unswerving obedience which was to make Israel a peculiar people, and he conformed more and more closely to the customs of the surrounding nations. Yielding to the temptations incident to his success and his honored position, he forgot the Source of his prosperity. . . . Engrossed in an overmastering desire to surpass other nations in outward display, the king overlooked the need of acquiring beauty and perfection of character.
In seeking to glorify himself before the world, he sold his honor and integrity** (PK 55) .
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4.	Problems in our institutions
For potent material on the problems confronting our institutions, consult 8T 215-220, 227-229, 9096־.
5.	Cannot restore lost values
Undoubtedly, one of the most important things we learn from Solomon is the cruel reality that we cannot restore lost years. "He could never hope to escape the blasting results of sin, he could never free his mind from all remembrance of the self-indulgent course he had been pursuing, but he would endeavor earnestly to dissuade others from following after folly" (PK 78). Further, "Solomon’s repentance was sincere; but the harm that his example of evil-doing had wrought could not be undone. During his apostasy there were in the kingdom men who remained true to their trust, maintaining their purity and loyalty. But many were led astray; and the forces of evil set in operation by the introduction of idolatry and worldly practices could not easily be stayed by the penitent king. His influence for good was greatly weakened. Many hesitated to place full confidence in his leadership. Though the king con-fessed his sin and wrote out for the benefit of after generations a record of his folly and repentance, he could never hope entirely to destroy the baleful influence of his wrong deeds. . . . Among the many lessons taught by Solomon’s life, none is more strongly emphasized than the power of influence for good or for ill" (PK 84, 85).
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10. Divided They Fell
LESSON PURPOSE
To survey facts and concepts involved in the period from the division of the kingdom to the time of the Babylonian captivity.
PERFORMANCE OBJECTIVES General;
Knows historical facts. Understands theological concepts. Specific:
OUTLINE
Lead-in:	Failure of God’s people Israel and Adventists; dividing of the
kingdom; Jonah and Nineveh.; Assyrian captivity; Babylonian captivity.
Bible Writers: The nature of God; chart chronologies of prophets and kings.
Modern Messenger: Rehoboam; Elisha; faith.
Mean to You: Idolatry; denominations; Elijah’s depression.
Worth Thinking About: Surety of our salvation.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-5.
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Do questions 6-11·
Do questions 1321־, and read WORTH THINKING ABOUT. (Note:
Optional Projects following question 12.)
1.	With an especially long Lead-in, the students may need part of this period to complete the reading and questions 1-5.
2.	Do questions 6 and 7 in class. Help the class on ques-tion 7 especially, since it is one of the most difficult in the entire unit. (Note: See SUGGESTED ANSWER.)
3.	The above items could well fill the period, but if they do not, let the students begin studying the charts
and answering questions for the next assignment in the time remaining.
1.	Go over charts with students and discuss questions 8-11 relating to the chronologies.
2.	Organize the class and do question 12 together. (Note: Be sure you have the materials you need for the chart;
you will not finish this chart today, but should continue to develop it until it is completed.)
1.	Discuss question 15.
2.	Lead the class in the Optional Discussion following question 15.
3.	Get student response to questions 16 and 18. (Note:
See SUGGESTED ANSWERS.)
4.	Give special emphasis to question 19, based on SUGGESTED ANSWERS.
5.	Ask several students to recite the statement they chose to memorize from WORTH THINKING ABOUT. (Question 21.)
6.	Do the Optional Discussion following question 21. Be sure you have SPA Bible Commentary י Volume IV, in the classroom.
I. God appealed to His people Israel through blessings bestowed in LOVE.
(NOTE:	It might be brought out that God warned them—
also in love—of the consequences of their waywardness.)
(for 2nd day)
(for 3rd day)
PRESENTATION (for 1st day)
(for 2nd day)
(for 3rd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
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2.	Even though Rehohoam caused the division of the kingdom, God turned a tragedy into a blessing by isolating the two southern tribes from the idolatry of the northern kingdom.
3.	Elijah needed faith to believe that the beautiful, green country would be parched and barren as he had been shown by God. He also needed faith to face Ahab, the Baal prophets, and the Israelites who had fallen into idolatry. He needed faith to believe God would consume his sacrifice and bring rain.
4.	God loved Israel’s enemies and wanted to save them.
Jonah hoped that God would destroy them.
(NOTE:	See RESOURCE MATERIALS, number 2.)
5.	Judah also fell into idolatry as the northern kingdom had done. In addition the kings of Judah were not loyal to God in leading His people in righteousness.
6.	The God of the Old Testament:
a.	Ex. 34:6, 7 - Merciful, gracious, slow to anger, abounding in steadfast love and faithfulness, forgiving sin.
b.	Isa. 41:10, 13, 14 - We need not fear or be dismayed. He will strengthen, help, and uphold us.
c.	Isa. 55:6, 7 - The Lord is near and will abundantly pardon.
d.	Isa. 57:15-19 - He promises to revive the humble and contrite, to heal the backslidden, and to give peace.
e.	Jer. 9:24 - He delights in steadfast love, justice, and righteousness.
f.	Lam. 3:22 - His steadfast love never ceases, his mercies never end.
g.	Ezek. 33:11 - He has no pleasure in the death of the wicked.
(NOTE:	See RESOURCE MATERIALS, number 3.)
*7. (NOTE: This question, /"together with question 13 in Lesson 4 J is probably the most difficult to answer in the entire unit. We recommend that you allow for a wide variety of responses, and that you study very carefully the following concepts so that you will be able to resolve this significant issue. See also the SUGGESTED ANSWERS in Lesson 4.)
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a.	Even Isaiah, an inspired writer who knew God well and wrote so much about Him and His Son, declares his own inability to completely understand the problem of the justice of God. He refers to God's judgment as His "strange deed" (Isa. 28:21). So if we_ cannot completely understand God's judgments, we need not despair.
b.	But we can understand to some extent, and we are justified in seeking answers. For example, we cannot allow for God to be simply the kind old gentleman in the sky. God's love is more than sentiment; all true love is more than sentiment.
It is also true that love and wrath are so compatible that they are inseparable. Raymond Calkins declares, "Moral anger is an inseparable part of a true religion."1 He explains: "Love degenerates into a vague diffusion of kindly feeling unless it is balanced by the capacity of a righteous indignation. A man who is deeply and truly religious is always a man of wrath.
Because he loves God and his fellow men, he hates and despises inhumanity, cruelty and wickedness Israel had built a false confidence in God's mercy, thinking they could go to any depth in their apostasy without consequences.
c.	But how do we resolve the apparent problem of God's "delight" at the destruction of His apostate people?
1.	As mentioned in Lesson 4, God's destructive acts are protective measures on behalf of those who trust and love Him. If these acts also protect and preserve truth and righteousness so that future generations might live, then indeed God can delight Himself in these acts. We are inclined to see destruction only in its negative sense, but there is always a larger, more positive meaning in the destructive acts of God. (Cf. the flood, for example.)
2.	God is love. God is just. God never makes
a mistake. When God acts, it is always a right act. And whenever the right thing is done, when-ever love's justice is achieved, not only God, but the whole universe delights in that right-eousness.
3.	The reference to God's delight is not the real
message of the passage. The terminology here adds profound emphasis to the message that God's people had gone too far from Him in their sins to still receive His special protective care and blessings. Keil and Delitzsch provide per-spective:	"Greatly as the sin of man troubles God,
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and little as the pleasure may be which He has in the death of the wicked, yet the holiness of His love demands the punishment and destruction of those who despise the riches of His goodness and long-suffering; so that He displays His glory in the judgment and destruction of the wicked no less than in bless-ing and prospering the righteous.”3
d.	It is singificant that Israel does not challenge God’s acts of destruction toward them as unjust.
It is we, centuries later, who hurl the challenge'. Israel's attitude can be explained by an under-standing of the covenant relationship, a sovereign-vassal concept of love. A covenant love means that the vassal will walk in God's ways (Deut.
10:12), keep His commandments (Deut. 10:13), be loyal to Him (Deut. 11:1, 22), and serve Him (Deut. 11:13). Love was the duty of the vassal toward his sovereign. The New Testament expression of this kind of love is found in John 14:15, "If you love Me, you will keep My commandments."
(NOTE:	The point is that Israel accepted the justice
of God; they knew He had dealt with them justly.
His blessings had far surpassed His curses, and while the blessings were always God's generous preference, the curses sometimes became a necessity because of man's preferences!)
8.	a. Differences in the kings of Israel and Judah: Israel had 9 dynasties, Judah only one; the kings of Israel generally had shorter reigns than the kings of Judah; all the kings of Israel did evil in the Lord's sight, while many of the kings of Judah did what was right; and the kingdom of Judah survived nearly 300 years longer than the kingdom of Israel.
*b. The northern kingdom went more rapidly into idolatry and refused to listen to God's prophets. They com-r bined their worship of Yahweh with worship of idols.
The southern kingdom also forsook God, but by having a God-ordained system of worship, priests, and the temple, God was able to bless them more. Also, more kings who were true to God led out in opposing idolatry. Again, Judah's isolation offered some protection from the corruption of the north. The trade routes from India and Mesopotamia to Africa and Europe passed through Israel but bypassed Judah. Heathen practices were thus better known in Israel.
(NOTE: See PK 93:0; 102:3.)
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9. a. The fact that Judah survived much longer than Israel, suggests that they were more loyal to God than their northern neighbors.
b. Ahijah, Shemaiah, Hanani, Jehu, Elijah, Micaiah, and Elisha did not write books in the Bible. How-ever, they did perform an important task in fight-ing idolatry and leading God’s people in righteousness. Perhaps to us their contribution may not be as significant as some of the prophets whose messages we have today, but we may still learn the futility of forsaking God through their witness which is recorded by others.
10. Locate the time periods of the persons on the chart:
Adam	I	Jacob	II	Ahab	IV
David	IV	Deborah	III	Solomon	IV
Moses	II	Rehoboam	IV	Joseph	II
Gideon	III	Samuel	III	Samson	III
Elijah	IV	Saul	IV	Joshua	III
Hezekiah	IV	Jeroboam	IV	Eli	III
Noah	I	Abraham	II	Elisha	IV
Daniel	IV	Isaiah	IV	Jeremiah	IV
*11. The value in studying chronology is not simply to memorize or survey historical facts. The value is in observing God’s hand in history, as He mercifully leads His people. If we see in the unfolding of chronology the overruling love of God in all ages, we can have the logical assurance that He will also be at work in our age, and to the end of the age.
12.	(NOTE: Class project. The students should do most of the work on this themselves, even in the planning stages.)
13.	Rehoboam’s ”early training had been so grossly neglected.” He "had received from his mother, an Ammonitess, the stamp of a vacillating character.” His mistakes and his apostasy were "the fearful result of Solomon's union
with idolatrous women" (PK 88).
*14. (NOTE: The teacher will find it necessary to study this chapter from PK very carefully in order to evaluate the students* quizzes. There will be a wide variety of responses on this question.)
(Modern
Messenger)
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*15.
Faith is not doubt; it is not presumption. Faith is always active—either in waiting or moving ahead.
Mere words about faith are not faith. James would call it a dead faith1. James 2:17.
*16. (NOTE: See PK 170, 171 for an excellent answer to this question.)
Exaltation of the human above the divine can be seen in praise of popular leaders, the worship of wealth (Eph. 5:5), the placing of the teachings of science above the truth of the Bible, substituting the laws of God for the theories of men, and placing human institutions where God should be. Anything human that we put ahead of God is idol worship. It would be fair to say that to some extent every person is tempted by some kind of idolatry.
*17.	Of course it was not necessary that God’s people fail,
but we can learn from the failures of other people and avoid the same mistakes they made. 1 Cor. 10:6-13.
From successes we should be able to learn that God’s way are best, and to determine to live His way instead of our own. Hebrews 11, 12.
(NOTE:	See RESOURCE MATERIALS, number 4.)
*18. In a sense, Christianity can be considered a divided kingdom. While denominationl divisions cannot be avoided, division within the church could be defeated by the love and unity of Jesus.
(NOTE:	This question could provide for good discussion
if it is solution centered. Would you agree with the concept proposed by Adolph Harnack that the existence of many Christian denominations is a measure of the strength of Christianity, since it declares the freedom of the Christian faith to go many directions? Could the southern kingdom be compared to the Adventist church, because it had God-ordained religious services, and the other denominations be compared to the northern king-dom who had a mixture of the true and false. Since even Judah failed to fulfill God’s expectations, could this be warning to our church?)
*19. How often our campuses have spiritual ”highs,” only to crash lower than they were before’. We need to guard against this unreasonable depression.
(NOTE:	This does not mean that we should not have
spiritual ״highs.״ It means that we should prepare ourselves for coming back down to earth again without a crash landing. One cannot live in ecstacy all the time, but that is not to say that the Christian may not
(Mean to You)
74
have especially exhilarating moments. See RESOURCE MATERIALS, number 5.)
20.	The sure cure: faith, prayer, work.
(NOTE: Be sure to relate this to the previous question.)
21.	(NOTE: Student memory work.)
1.	Lead-in resource
The Lead-in, a survey of the period, should be considered a primary resource.
2.	God>s love embraces all men
To expand the concept that God’s love should embrace all men in all ages: "All men are of one family by creation, and all are one through redemption. Christ came to demolish every wall of partition, to throw open every compartment of the temple courts, that every soul may have free access to God. His love is so broad, so deep, so full, that it penetrates everywhere.
It lifts out of Satan’s influence those who have been deluded by his deceptions, and places them within reach of the throne of God, the throne encircled by the rain-bow of promise. In Christ there is neither Jew nor Greek, bond or free" (PK 369, 370). "Had Israel been true to her trust, all the nations of earth would have shared in her blessings. But the hearts of those to whom had been entrusted a knowledge of saving truth, were un-touched by the needs of those around them. As God’s purpose was lost sight of, the heathen came to be looked upon as beyond the pale of His mercy. The light of truth was withheld, and darkness prevailed. The nations were overspread with a veil of ignorance; the love of God was little known; error and superstition flourished" (PK 370, 371). Doesn’t this sound like a precise description of Jonah? Does it sound like God’s people today?
3.	Character of God
To supplement the Old Testament evidence on the character of God see the following pages in PK: 314, 315, 316, 319, 320, 321, 325, 326.
4.	Success and failure
Two excellent references on success and failure: Ed 270, and LS 245.
5.	Revival and reformation
RESOURCE
MATERIALS
On the general subject of revival and reformation, see PK 618-627, and locate the following elements: confession, corporate response, renewal of Bible study, and loyalty to God’s requirements.
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*Raymond Calkins, The Modern Message of the Minor Prophets,
(New York: Harper and Brothers, 1947), p. 84. Used by permission.
2Ibid. p. 86.
^C. F. Keil and F. Delitzch, Biblical Commentary on the Old Testament, Volume III (Grand Rapids: Eerdmans, 1949), pp. 444, 445. Used by permission.
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11.	Still God's People
LESSON PURPOSE
To show God’s hand in dealing with persons and shaping events in history,
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Applies practical lessons.
Summarizes Christian philosophy of history. Specific:
OUTLINE
Lead-in:	God’s people in captivity; restoration to Jerusalem.
Bible Writers: God’s call for His people to leave Babylon; Joshua and the angel.
Modern Messenger: Practical lessons of faith and trust.
Mean to You: Daniel; parental love; philosophy of history.
ASSINGMENT (for 1st day)
Read the Lead-in, and do questions 1-4. (Note: Do not have students turn
in the answers to this lesson until Lesson 12 is completed. Part of Lesson 12 will be torn out with the answers of Lesson 11.)
Do questions 5-8. (Note: Optional Project following question
15.)
Do questions 9-14.
1.	Read question 6 to answer any questions the students may have about this part of the next assignment.
2.	Do question 15 in class. Have students read aloud PK
535 to 537, then answer question 15 in their study guides.
3.	Follow up questions with resource lecture material in RESOURCE MATERIALS, number 1.
1.	Most of this day should be spent on question 6. (Note: See RESOURCE MATERIALS, number 2.)
2.	Discuss questions 5, 7, and 8.
3.	If you assigned the Optional Project following question 15, it can be used either on the 2nd or 3rd day.
1.	Explore the interpretations of the statements in question 9, particularly point "d*״
2.	Discuss questions 13 and 14.
3.	The balance of the period will be required to present the Optional Project following question 15.
1.	The Jews longed to be restored to Jerusalem so that the temple could be rebuilt and their worship restored.
2.	Daniel may have studied ±saiah 44 and 45 with Cyrus. Cyrus accepted the challenge of Isaiah’s words and set out
to restore God’s people.
3.	Haggai and Zechariah counseled and encouraged God’s people.
(NOTE:	Also at this time, Malachi exhorted the returned
exiles not to forget the lessons of the past /TK 705-708; 4BC, 24, 1121;.)
4.	The second temple was greater because it was to this temple that the Messiah would come.
(for 2nd day) (for 3rd day)
PRESENTATION (for 1st day)
(for 2nd day)
(for 3rd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
78
5.	They were to be a light to the nations, so that God's salvation might "reach to the end of the earth" (Isa. 49:6). But since they would not go to the nations, and since they would not be true to God, He would allow them to go into captivity, where the nations would have a better chance to learn about God through those who would remain faithful to Him in captivity.
6.	a. To God's people in the Old Testament this chapter
meant forgiveness and restoration. Israel's unrighteousness, symbolized by the filthy garments of Joshua the high priest, prevented God's bless-ings. But He would forgive their iniquity, and He would do it through the Branch, Jesus Christ.
b.	The meaning for God's people today is much the same. Today, according to PK 582-592, God's people are still being accused by Satan. But God's provision in Christ is more than an adequate justification for God's saving His people. He cannot save men through their own goodness or righteousness, but He can save them through the shed blood of Jesus Christ.
*7. Was God too good to His people? No. He did not over-look their sins. They suffered the consequences of their sins; God cannot excuse or overlook sin, but He steadfastly loves the sinner.
(NOTE:	This last concept may not come out in student
responses to this question, but it would be well to emphasize it at this point. God is not a kindly old gentleman, any more than He is a raging tryant. Sin, as we have said in the student materials, cost God His Son.)
8.	a. Both texts call God's people to flee from Babylon. Just as literal Babylon would endanger God's people in the Old Testament, so in the last days spiritual Babylon is a snare to God's people.
(NOTE:	A brief description of spiritual Babylon
might be helpful to your students. See 7 BC on Rev. 14:8). *
*b. It may be even more difficult to flee spiritual Babylon than it was for the Israelites to flee literal Babylon, since spiritual Babylon is harder to identify than was literal Babylon. But just as national Babylon provided security for many of the Jews, so might spiritual Babylon provide enough "comforts," to ensnare many Christians in the last days.
(Bible Writers)
(NOTE:	See RESOURCE MATERIALS, number 3.)
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*9. Interpretations:
a.	Nothing the Christian does is unimportant.
b.	itfhen we are ״meek and lowly״ we are in a position to rely on Christ, who is our source of success and victory. Success and victory depend on getting ourselves out of the way.
c.	Man cannot change God’s law. If the law is a transcript of God’s character, then it cannot change because God does not change.
d.	Better to be ״hard״ on a few people if many people will learn and live. It is more merciful for God to be ״severe״ and make clear His attitude toward sin than it is for Him to overlook our sins until they destroy us all’.
e.	God still loves His people more than anything else in the world. That’s encouraging’.
*10. (NOTE: Each student may have a different application, but the concept of trust should come out in each one.)
11.	(NOTE: Student memory work.)
12.	If Daniel had not stood for what he believed when he was young, he never could have become the great man he was. If he had not been true to Godf probably we never would have heard of him.
(NOTE:	Daniel and his friends might be described as
P.O.W.s who dared to be fussy about rejecting the "best" food in the kingdom! Ellen White says, "The first wrong step would lead to others, until, their connection with heaven severed, they would be swept away by temptation" /TK 483J. These young Hebrews would not compromise!)
13.	Self-denial doesn’t save you, it disciplines you, and discipline is an indispensable part of success in any line.
*14. (NOTE: Very subjective, but relevant. If this is dis-cussed, try to encourage the students to be somewhat more understanding of parents prohibitions, and of God's. Approach prohibitions as protective rather than oppressive.)
15.	God has a plan for every nation in history. They may choose to fit into that plan, or they may refuse. But even though they refuse, God’s kindness will still triumph in the end. Nations are ״tested״ to see how they will respond to God’s love, and by their decision, they
(Modern
Messenger)
(Mean to You)
8-EBT-II
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determine their destiny. Today, with all the war and agonies Qf the nations we may be confident that God is still in commandi
RESOURCE	1. Daniel lecture materials
MATERIALS
The main point of the Daniel lecture is to cover chapters 1-6 in Daniel to show (a) God’s dealing with the nations, and (b) Daniel’s role in government.
A. God’s dealings with the nations.
1.	Israel forsook God, and Assyria became God’s means of judging Israel.
2.	Judah later became idolatrous and would not heed God’s warnings, so God used Babylon as His instrument of judging Judah. (Dan. 1:1-4).
3.	Babylon, like every other nation, could continue to exist only if she would be true to God and fulfill His divine purpose. When Babylon trampled on God’s grace, the Medo-Persians became His instrument of judgment upon Babylon. (Daniel 5,
PK 129.) God had sent the Israelites to Babylon not only to punish them, but also so that they could bless their captors. God was good to Babylon in allowing His truth and love to come into their kingdom through the Israelites, but when Babylon no longer counted it a privilege to partake of God’s mercies, the nation crumbled.
4.	The principle applies in all ages. It is as true today as it was for Israel, Judah, Babylon, and Medo-Persia. The following statement summarizes the way in which God deals with the nations.
(NOTE: The students have been referred to this statement in question 15. You may wish to have two or three students read their summaries before you read the E. G. White reference.)
*,Every nation that has come upon the stage of action has been permitted to occupy its place on the earth, that the fact might be determined whether it would fulfill the purposes of the Watcher and the Holy One. Prophecy has traced the rise and progress of the world’s great empires—Babylon, Medo-Persia, Greece, and Rome. With each of these, as with the nations of less power, history has repeated itself. Each has had its period of test; each has failed, its glory faded, its power departed.
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"While nations have rejected God’s principles, and in this rejection have wrought their own ruin, yet a divine, overruling purpose has manifestly been at work throughout the ages"
(PK 535).
"The history of nations speaks to us today. To every nation and to every individual God has assigned a place in His great plan. Today man and nations are being tested by the plummet in the hand of Him who makes no mistake. All are by their own choice deciding their destiny, and God is overruling all for the accomplishment of His purposes.
"The prophecies which the great I AM has given in His word, uniting link after link in the chain of events, from eternity in the past to eternity in the future, tell us where we are today in the procession of the ages and what may be expected in the time to come. All that prophecy has foretold as coming to pass, until the present time, has been traced on the pages of history, and we may be assured that all which is yet to come will be fulfilled in its order.
"Today the signs of the times declare that we are standing on the threshold! of great and. solemn events. Everything in our world is in agitation. Before our eyes is fulfilling the Saviour’s prophecy of the events to> precede His coming:	’Ye shall hear of wars and rumors of
wars. . . . Nation shall rise against nation, and kingdom against kingdom: and there shall be famines, and pestilences, and earthquakes, in divers places’ (Matt. 24:6, 7).
"The present is a time of overwhelming interest to all living. Rulers and statesmen, men who occupy positions of trust and authority, think-ing men and women of all classes, have their attention fixed upon the events taking place about us. They are watching the relations that exist among the nations. They observe the intensity that is taking possessions of every earthly element, and they recognize that something great and decisive is about to take place—that the world is on the, verge of a stupendous crisis.
"The Bible, and the Bible only, gives a correct view of these things. Here are revealed the great final scenes in the history of our world, events that already are casting their shadows before, the sound of their approach causing,the earth to tremble and men’s heartfe to fhill them1 for* fhar״’ CpK 536, 5Ή) .
5·
"There is a God in heaven/1 declared Daniel in answer to the king’s dilemma, and in that short phrase lies the secret of Christian confidence today. We are not subject to cruel fate. We do not fear the whims or tyrannies of elemental gods of the universe. In the stormiest period of earth’s history, we may face the future unafraid. If the present hour belongs to us, why do we need to fear the next moment?
B. Daniel’s role in government.
1.	Daniel is a healthy young man with a bright future. But suddenly he finds himself a captive. What happens to his plans? Does he give up his future? Can one in captivity, without his home, his place of worship, his freedom, possibly maintain his faith? Daniel does. He’s more than the author of ,,beast” cartoons. He’s more than a lion pacifier. He’s a flesh-and-blood youth who tells us we can all live with great purpose, whatever the circumstances!
2.	Once in royal favor, wouldn’t it have been easy for Daniel to relax his efforts, his convictions, his morals? Wouldn’t the luxuries of the palace provide this? Who could blame the captive? What difference would it make? It was so different from his relatively simple life back home! But what a life he lived! Application: "The spirit that possessed Daniel, the youth of today may have; they may draw from the same source of strength, possess the same power of self-control, and reveal the same grace in their lives, even under circumstances as unfavorable. Though surrounded by temptations to self-indulgence, especially in our large cities, where every form of sensual gratification is made easy and in-viting, yet by divine grace their purpose to honor God may remain firm. Through strong res-olution and vigilant watchfulness they may with-stand every temptation that assails the soul.
But only by him who determines to do right because it is right will the victory be gained" (PK 489, 490).
3.	Further, Daniel shows us that if you cannot secure direct employment in the Lord’s work, it doesn’t mean you cannot work for the Lord full time! No temple in Jeruaslem for Daniel. No conference subsidies or monthly checks for him. Yet what was his role? What did he accomplish? "Behold the Jewish captive, calm and self-possessed, in the presence of the monarch of the world’s most
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powerful empire. In his first words he dis-claimed honor for himself and exalted God as the source of all wisdom" (PK 494). Later, before Belshazzar, "Daniel, unmoved by the prom-ises of the king, stood in the quiet dignity of a servant of the Most High, not to speak words of flattery, but to interpret a message of doom" (PK 529).
4.	Even with his success, Daniel does not forsake his convictions regarding worship and the religious community. True, the community is scattered, and much of his worship must be done alone. Yet when an important matter presses upon him, he seeks the Lord with others. Daniel, Hananiah, Mishael, and Azariah: "Together they sought for wisdom from the Source of light and knowledge" (PK 493, emphasis supplied). That’s community, that’s church!
2. Satan’s accusations (Zechariah 3)
"Satan knows that those who ask God for pardon and grace will obtain it; therefore he presents their sins before them to discourage them. Against those who are trying to obey God, he is constantly seeking occasion for complaint. Even their best and most acceptable service he seeks to make appear corrupt. By countless devices, the most subtle and the most cruel, he en-deavors to secure their condemnation.
"In his own strength, man cannot meet the charges of the enemy. In sin-stained garments, confessing his guilt, he stands before God. But Jesus, our Advocate, presents an effectual plea in behalf of all who by repentance and faith have committed the keeping of their souls to Him" (PK 586).
Listen to the accusations Satan makes: "Satan has an accurate knowledge of the sins that he has tempted God’s people to commit, and he urges his accusations against them, declaring that by their sins they have forfeited divine protection, and claiming that he has the right to destroy them. He pronounces them just as deserving as himself of exclusion from the favor of God. *Are these,’ he says, ’the people who are to take my place in heaven, and the place of the angels who united with me? They profess to obey the law of God; but have they kept its precepts? Have they not been lovers of self more than lovers of God? Have they not placed their own interests above His service? Have they not loved the things of the world? Look at the sins that have marked their lives. Behold their self-ishness, their malice, their hatred of one another. Will God banish me and my angels from His presence, and yet
reward those who have been guilty of the same sins?
Thou canst not do this, 0 Lord, in justice. Justice demands that sentence be pronounced against them1"
(PK 588, 589).
It is at this point that Jesus makes the response found in question 11, student memory work. Have a member of the class recite it from memory at this point; this should impress the class with its vital truth.
You may also wish to emphasize the beautiful promise in PK 701.
3. Return from exile
On those returning from Babylon, see PK 598 and 612.
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12.	Four Silent Centuries
LESSON PURPOSE
To teach principles of success for literal and spiritual Israel.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Understands theological concepts.
Interprets allegory.
Specific:
OUTLINE
Lead-in: Prophetic silence; religious trends in the intertestamental period; rejection of the Jews; principles of prophetic interpretation.
Bible Writers: The gospel goes to the Gentiles.
Modem Messenger: Reasons Israel was rejected.
Mean to You: Isolationism; spiritual Israel; God and Israel in allegory.
Worth Thinking About: Allegory about God and Israel.
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Read the Lead-in, (Do not read the section "Religious Trends." This will be read in class.) and do questions 1-5. (Note:
Do not have students turn in their answers to this lesson until Lesson 13 is completed. Part of Lesson 13 will be torn out with the answers of Lesson 12. Optional Projects following question 7.)
Do questions 6-13, and read WORTH THINKING ABOUT. (Note: Optional Project following question 8.)
1.	Since the part of the Lead-in dealing with the Jewish sects has both historical accuracy and dramatic potential, it will add interest to the class if you choose five boys to fit the various roles and have them present the debate before the class. Having read the debate, you will be able to fit personalities to the roles. This should help fix more firmly in the minds of the students the various identifying characteristics of these sects. (Note: See RESOURCE MATERIALS, number 1.)
2.	Review questions 1-4. (Note: Excellent background reading for the teacher is found in 4BC 25-38, "The Role of Israel in Old Testament Prophecy.")
3.	Ask students to share texts they found for question 5.
4.	If you assigned the Optional Projects following question
7,	the students involved should present them to the class. (Note:	See RESOUCE MATERIALS, number 2.)
1.	Discuss question 6, reading and explaining key passages of Romans 11.
2.	Discuss questions 9, 10, and 12. (Note: See SUGGESTED ANSWERS.)
3.	List on the board the symbolic meanings students have discovered in the allegory. Add to these the ones in SUGGESTED ANSWERS, or any others you have discovered.
Then re-read the allegory aloud.
4.	If you assigned the Optional Project following question 8, have it presented to the class.
I. Israel had not heeded the prophets who had already spoken, why should God send more? Legalism had replaced idolatry. Only a living God-made-flesh could ever hope to break this new form of religion.
ASSIGNMENT (for 1st day)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(NOTE:	It is also significant that there was no longer
a unified king or kingdom to whom a prophet might speak.)
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2.	Pharisees: Great concern for defining and applying the law.
Sadducees: Liberal, worldly Jews who did not believe in the resurrection from the dead.
Zealots: Militant Jews who wanted to join in battle against Roman oppression.
Essenes: Monastic Jews who separated themselves from society in order to live the pious life.
3.	The rejection of the Messiah by the Jews is the main reason they were rejected as a nation.
4.	Old Testament prophecies now apply to spiritual Israel, Christians who make up the family of God.
(NOTE: See RESOURCE MATERIALS, number 3.)
(Bible Writers)	5. (NOTE: Many texts are available to the students on
this question. Here is a list of possibilities:
Matt. 9:10, 11, 32-34; 12:119:1-9 ;16:1-4 ;15:1-9 ;8־; and chapter 23.
Mark 2:16, 17, 23-27; 7:5-8; 8:11-13.
Luke 5:30-32; 6:6-11; 11:37-53; 15:1-7.
John 7:32-34; 11:45-57; 18:1-14.)
6. Romans 11:
a.	God still has a people, now grafted in where Israel was lopped off.
״(NOTE: It’s significant that with the rejection of the Jews, God now turned failure into success. For now He finally accomplished His goal of spreading His love to all nations, through Jesus and His disciples, and through all who would follow Him whether Jew or Gentile!
For background you would find it profitable to read Acts of the Apostles, chapter 1, "Godfs Plan for His Church.")
b.	The gifts and the call of God are irrevocableί
c.	Vv. 23, 24:	"And even the■ others, if they do not
persist in their unbelief, will be grafted in, for God has the power to graft them in again. For if you have been cut from what is by nature a wild olive tree,
and grafted, contrary to nature, into a cultivated olive tree, how much more will these natural branches be grafted back into their own olive tree."
d. The Jew can be more easily grafted into the tree, since he is a natural branch that was lopped off.
(NOTE: The Jewish culture, with its high ethical principles, had a similar life style-to Christianity.)
7.	(NOTE: This question is so broad it would be impractical to attempt to answer in the Teacher*s Manual. It would be well, however, for the teacher to review the prophetic promises made to Israel in Isaiah and Jeremiah.)
8.	Reasons Israel was rejected:
(1)	Their reason for obedience to God was that they might achieve national greatness, not to show their faith and love.
(2)	They refused to become the light of the world, shutting themselves away from the world so they wouldn't be tempted into idolatryi
(3)	They were self-righteous, trusting their own works instead of Christ.
(4)	They lost the meaning of the ten commandments in their mass of tradition.
(5)	They wanted national deliverance and restoration to worldly power.
(6)	And foremost, they rejected God's Son, the Messiah.
*9. God's people today must be very careful to avoid separat-ing themselves from the society they are supposed to save. As with the Jews, it sometimes seems safer to isolate ourselves from the world, but nothing could be more dangerous'.
(NOTE: See Ev 78.)
*10. God still speaks through His Word, through the Holp Spirit, through nature, through other people, through His provi-dences, through fulfilling signs in world events, and also (we omit this one too often) through the spirit of prophecy.
11. We, too, are to light the world with God's lovei
*12. Perhaps when God's people have followed all the counsel
He gave through Ellen White, He will send another prophet.
(Modern
Messenger)
(Mean to You)
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But much like ancient Israel, we have not heeded His prophet’.
(NOTE:	It may strengthen your presentation on this
point to refer to both the Bible and spirit of prophecy counsel as our opportunity to listen to the voice of God. If we do not listen to what He has already said, why should He say any more? See the Spirit of Prophecy Treasure Chest, p. 32.)
Allegory interpretations:
(1)	The woman, George’s bride = Israel, the church.
(NOTE: A woman is used as a symbol of the church in apocalyptic literature; cf. Rev. 12:12; Jer. 6:2;
2 Cor. 11:2.)
(2)	The infant rescued = Israel picked up out of Egypt.
(3)	Wealthy young bachelor = The Lord.
(NOTE: See Jer. 31:32).
(4)	Blood-soiled, expensive clothing = God’s willing identity with His people, at His expense.
(NOTE: See Zech. 3:35־)
(5)	Gossip = Harassment of surrounding tribes.
(6)	Young woman already His = God’s ownership through creation.
(7)	The marriage = God’s covenant with His people.
(8)	George provides everything = God’s generosity to Israel.
(9)	George wants children, wife does not = God wanted Israel to have many ”children” for His kingdom through their evangelism of the nations, but Israel was unwilling to witness to the nations.
(10)	Wife’s occasional mistakes = Israel’s complaining.
(11)	Betrayal to competitor = Apostasy (Satan)
(12)	Adultery = Idolatry
(13)	George refuses to divorce her = God’s persistent love.
(14)	The "company” = Heavenly hosts.
(15)	Wife planned to return some day = Israel always thought she would return to God and be saved in the end.
13.
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(16)	Society accepts, why can't George? = God cannot com-promise with evil, nor can we.
(17)	Wife turns to George only when in trouble = Not true repentance but selfishness; God is needed only in emergencies.
(18)	"It's out there somewhere" = the trick Satan plays on so many people.
(19)	Wife's disgust with George for being so good « Ultimately we develop a complete distaste for God's ways if we persist in sin; also, Jesus was hated by the Jews for being "too good."
(20)	Murder = When God made His greatest effort to win His people back (in Christ) , they plotted to murder Him.
(21)	Inheritance = All the promises made to Israel now go to spiritual Israel.
(NOTE: There are many other possibilities in this allegory which will come out in the students’ papers and in class discussion. When you have completed your discussion, continue the momentum by referring to Ezekiel 16, where the Lord describes His relation-ship with Israel much like the allegory. However, a word of caution: Because there may be some low-minded students in your class, please be discreet in your selection of verses you read to the class from this chapter. We recommend the following verses: 16־,
8 [last half;, 14, 15, 18, 32, 43, 48, 59-63.)
1.	Summary chart of Jewish sects
See the chart on the next page which summarizes the Jewish sects.
2.	The Apocrypha
For an excellent summary on the Apocrypha, see SPA Bible Dictionary, pp. 50-55.
3.	Spiritual Israel
”That which God purposed to do for the world through Israel, the chosen nation, He will finally accomplish through His church on earth today" (PK 713, 714). "To spiritual Israel have been restored the privileges accorded the people of God at the time of their deliver-ance from Babylon. In every part of the earth, men and women are responding to the Heaven-sent message which John the revelator prophesied would be proclaimed prior
RESOURCE
MATERIALS
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to the second coming of Christ” (PK 714). ”Then it is that the redeemed from among men will receive their promised inheritance. Thus God’s purpose for Israel will meet with literal fulfillment. That which God purposes, man is powerless to disannul.
Even amid the working of evil, God’s purposes have been moving steadily forward to their accomplishment. It was thus with the house of Israel throughout the history of the divided monarchy; it is thus with spiritual Israel today" (PK 720).
SECTS	LAW	AFTERLIFE	ROMAN AUTHORITY	MESSIAH
PHARISEES: Lay move-	Determine God’s will for They believed in a	Deplored, but tolerated, Strong belief in
ment; greatest prestige	every situation in life.	world to come, i.e.,	since they believed it	Messiah for the
(To be a pious Jew	Outwardly proper, but	a world beyond. They	existed by divine	purpose of ending
meant to be like the	little inward liberation. would distinguish	providence.	the Roman oppres-
Pharisees.) Considered They were lenient, but	between the better	sion.
holy men! Continuation	not out of mercy, but for	world to come and the
of the Ezra-Nehemiah	fear of breaking the law	Messiah. The Messiah
movement. Purpose was	and sinning. Judged those	was not related to the
to convert the nation.	who kept the law other	afterlife. (See under
Largest of the sects.	than their way. They	,,Messiah.")
were legalistic and aloof, but not isolationist.
SADDUCEES:	This was	Ignored traditions the	No afterlife or world	Semifriendly to Rome,	They rejected the
not an organized group	Pharisees valued; accept-	to come.	for sake of improving	idea of a liber at-
and they were not inter-	ed only the	Pentateuch as	their own	aristocracy.	ing Messiah in favor
ested in converting the	normative.	They were	They were	not willing to	of peaceful co-
nation. They ignored	fatalistic,	but the law	sacrifice	their national	existence with Caesar
the traditions surround-	was sacred to them; they	existence. They could instead!
ing the law. Their con-	only wanted to simplify	be described as servile
cem was to maintain the	it.	friends of Rome.
status quo. Known as
the aristocracy of Jews.
Materialistic, worldly.
ZEALOTS: These were	Fanatical in keeping the	They believed in an	Exaggerated their de-	Believed the same
much like the Phari-	law. They were disowned	afterlife.	mands for freedom.	as the Pharisees,
sees. They wanted	by the Pharisees for this	They would kill Romans
to win the people to	reason. They believed in	if necessary. They
their group.	unconditional action and	were terribly opposed
unconditional obedience.	to the Roman overlords;
refused to pay taxes.
ESSENES: A priestly	Fanatical piety; lived	The good go to Paradise	Separation in their	Believed the same
movement. They did not	the law. They lived	and the bad to eternal	monastic communities.	as the Pharisees.
marry, they were monas-	aloof and separate, but	torture in Hades. No
tic, isolated, withdrawn	they were allowed to	hope of a new earth or
from society because of	love fellowman outside	the return °f paradise.
its ills, and they con- order. Judged those
demned the Zealots.	who differed from them.
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13.	Worth Waiting For
LESSON PURPOSE
To discover how God’s generous response to the sin problem more than conpensates man’s agony in sin; to recognize in Jesus the fulfillment of all Jewish promise, symbol, and ceremony·
PERFORMANCE OBJECTIVES General:
Explains role of the Messiah. Specific:
OUTLINE
Lead-in:	Necessity of a Messiah.
Bible Writers: The Messiah identified and rejected.
Modern Messenger: Origin of evil; meaning of sacrifices. Mean to You: Open-ended questions about Jews and salvation. Worth Thinking About: Self-righteousness.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-8. (Note: Optional Project following question 1.)
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Do questions 913־, and read WORTH THINKING ABOUT.
1.	Review question 1. (Note: For background reading related to this lesson read Desire of Ages, chapter 3, "The Fulness of the Time.11)
2.	Do the Optional Project following question 1 in class.
3.	Discuss question 2.
4.	Interpret the texts in questions 4 and 7.
1.	Summarize question 9.
2.	Discuss questions 10 and 12.
3.	Ask several students to read their answers to question 11, and have them tell why they completed the state־ ments the way they did.
4.	Ask the students to state the message of WORTH THINKING ABOUT in their own words.
1.	Identifying characteristics of the Messiah:
a.	Isa. 9:6, 7 ־ Government on His shoulders; Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace, and an eternal government.
b.	Isa. 42:1-4 ־ He brings justice, does not cry out, and He will not fail or be discouraged.
c.	Isa. 52:14, 15 ־ He was marred beyond human semblance, He would startle many nations, and kings would shut their mouth because of Him.
d.	Isa. 50:6 ־ He would be beaten, shamed, and spit upon.
e.	Ps. 69:19-20 - He would be shamed and heartbroken.
f.	Ps. 22:16-18 - Hands and feet pierced, lots cast for His garments.
(NOTE: See RESOURCE MATERIALS, number 1.)
2.	(NOTE: This is a ”leading״ question; almost more of a statement than a question, but the student should attempt an explanation of why the Jewish leaders could not see that they were fulfilling the prophecies of the Old Testament. Look for elements in their answers from previous lessons on the Jews1 rejection of the Messiah.)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED ANSWERS (Bible Writers)
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3.	Even though the Jews had studied the prophecies about the Messiah, Ellen White says they studied 9,without spiritual insight" (DA 30) . She adds that "pride obscured their vision. They interpreted prophecy in accordance with their own selfish desires." So the problem seems to relate to leadership.
4.	New Testament fulfillments:
a.	Acts 2:22-36 - Peter declares that Jesus of Nazareth was raised up by God in fulfillment of the prophecy of David, who declared that God would not abandon Christ in Hades, but that He would raise Him up
and exalt Him at the right hand of God. "9Let all the house of Israel therefore know assuredly that God has made Him both Lord and Christ, this Jesus whom you crucified9" (Acts 2:36).
b.	Acts 8:26-40 - Philip shows the Ethiopian how Jesus is the fulfillment of Isaiah’s prophecy about the sheep that is led to the slaughter.
The Ethiopian believed and was baptized.
c.	Rom. 15:7-13 - Paul shows how Jesus is not only the hope of the Jewish nation, but also of the Gentiles, for "Christ became a servant to the circumcised to show God’s truthfulness, in order to confirm the promises given to the patriarchs, and in order that the Gentiles might glorify God for His mercy 99 (Verses 8 and 9).
d.	Heb. 10:1-10 - Jesus came to become the reality of the shadowy offerings made in the Hebrew worship system. Christ was the Lamb of God, to be offered for the sins of man, "once for all 99 (verse 10).
(NOTE:	See RESOURCE MATERIALS, number 2.)
5.	Christ said He was the Messiah.
6.	Jesus came to the world He made, but the world did not know Him. "He came to His own home, and His own people received Him not" (verse 11) .
7.	God’s new arrangement:
a.	Matt. 21:42, 43 - The kingdom of God would be taken from the Jews and given to people who would produce its fruits.
b.	Rom. 10:19, 20 - Paul quotes Isaiah, "9I have been found by those who did not seek me9" (verse 20).
c.	1 Peter 2:4-10 - The "living stone," Jesus Christ, rejected of men, would build a "spiritual" house.
Now we have become God's chosen race: "Once you were no people but now you are God's people; once
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you had not received mercy but new you have received mercy" (verse 10).
8.	Christ is head of the church.
9.	GC 492 to 504: Why God permitted sin: God wants His creatures to serve Him from love, not from fear or a forced allegiance. The universe had not been exposed to sin, so they could not know if Satan was actually right or wrong. Time was needed to show the universe that God's ways are love, life, and happiness, and that Satan's ways are hatred, death, and misery.
10.	PK 685, 686:
a.	The sacrificial system of the Old Testament was nothing more than a symbol of a payment to be made by the Lamb of God at some future time. How could the blood of an animal save man? Not even the blood of another man could save man. Only the sacrifice of God Himself could save man from sin.
(NOTE: See RESOURCE MATERIALS, number 3.)
b.	The Jews thought their sacrifices were full payment for sins (not all Jews, but many of them), and the best evidence that this was the case is found in their murder of the One who alone could take away their
sins.
(NOTE: How eternally significant that in this act of murder, that loss of life was the payment for not just the sins of Israel, but for the sins of the whole world!)
*11. (NOTE: This is the most subjective question in the unit.
It may be used to measure attitudes and values. You may wish to ask your class open-ended questions of this sort occasionally for the purpose of clarifying values.)
*12. If we are seeking some sort of deliverance less than the great release from sin and ultimate salvation, we stand in the same danger as the Jews did.
(NOTE: For example, young people who worship the ,,idols״ of popular musicians, or actors, or politicians, or ministers, are all looking for the wrong kind of messiah, the wrong kind of deliverance. Even making your great cause deliverance from oppressive school rules, parental authority, or social and moral restrictions can become a false deliverance in which we seek a false messiah.)
13. (NOTE: Student memory work.)
(Modem
Messenger)
(Mean to You)
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1.	Jesus in the Old Testament
See the chart on the next page for Jesusf discovery of Himself in the Old Testament.
2.	70 week chart
RESOURCE
MATERIALS
Optional material for flexibility in presentation: Read Dan. 9:2527־ to the class, then apply the texts to the chart below. The chart also appears in PK 698. The students may turn to the chart for reference. It may be helpful for you to read PK 698* 699.
"70 WEEKS ARE DECREED ("CUT OFF") UPON THY PEOPLE."
490 YEARS
A.D.
34
A.D.
31
A.D.
27 I
Gospel to
Jesus
B.C. B.C.
457 408
J_____
-----ו
Decree to Jerusalem
Rebuild	Rebuilt	Anointed	Gentiles
7 WEEKS, OR	3 SCORE AND 2 (62) WEEKS, OR	1 WEEK, OR
49 YEARS ___________________434 YEARS__________________7 YEARS
3.	Payment for sins
The blood of lambs has never paid for one sin, not one. The payment was by promise in the Old Testament, and by fulfillment since the New Testament times. 11
11When Adam and his sons began to offer the ceremonial sacrifices ordained by God as a type of the coming Redeemer, Satan discerned in these a symbol of communion between earth and heaven. During the long centuries that have followed, it has been his constant effort to intercept this communion. Untiringly has he sought to misrepresent God and to misinterpret the rites pointing to the Saviour, and with a great majority of the members of the human family he has been successful. . . . Thus the sacrifices and the ordinances designed of Heaven to reveal divine love have been perverted to serve as means whereby sinners have vainly hoped to propitiate, with gifts and good works, the wrath of an offended God" (PK 685, 686).
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Some things Jesus probably learned about himself by studying the Old Testament:
Matt. 2:1 Matt. 1:18-23 Rev. 22:16 Heb. 7:14 Matt. 2:13-15 Luke 3:21-23
Micah 5:2 Isa. 7:14 Isa. 11:1 Gen. 49:10 Hosea 11:1 Daniel 8:25, 26
His Birth and Early Life
Birthplace is Bethlehem Mother a virgin Jesus tribe and family
Egyptian exile Time of baptism
Matt. 1:21; Rev. 1:10 Luke 4:16-21
John 10:11-15
Jesus’ Mission
Isa. 49:5-7 Isa. 61:1-3
Isa. 40:9-11
Saviour
Preacher of good tidings and judgment
Shepherd of Israel
Matt. 21:4-9 John 13:18, 19, 26, 27 Matt. 26:14-16 Matt. 26:31, 56, 58 Matt. 26:67 Matthew 27
Zech. 9:9 Ps. 41:9 Zech. 11:12, 13 Zech. 13:7 Isa. 50:6 Isa. 53:1-12
Final Week of Christ’s Life
Triumphal entry A betrayer Price of betrayal Disciples flee Spit on Christ Jesus’ mocking, rejection, suffering and death
The Crucifixion
Jesus’ Resurrection and Ascension
Mark 8:31; Matt. 27:63, 64 Acts 2:30-32 Acts 1:9-11; I Pet. 3:22
Hosea 6:2
Ps. 16:9, 10 Ps. 24:7-10
In the grave three days
Resurrection Reception into heaven
Time of His crucifixion	Dan. 9:26, 27	Matt.	27:45-40
Jesus1 wounds	Ps.	22:16	John 20:25
Crucified with criminals	Isa. 53:12	Mark 15:27, 28
Words on the cross	Ps.	22:1,	2	Matt. 27:46
Taunts and jeers	Ps.	22:7,	8	Matt.	27:39-43
Casting lots for clothes	Ps.	22:18	John 19:23, 24
Broken heart, and drink	Ps.	69:20, 21	John 19:28-30
of vinegar
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14.	Summing It Up
LESSON 9
1.	Solomon's wives led him into idol worship. First, however, he turned from God, then to his wives, then to idols.
2.	God wanted Israel to become the means of saving the nations.
3. Israel must obey God, resist idolatry, and evangelize the surrounding nations in order to succeed.
4.	God opposes idolatry because it destroys the people He loves.
5.	The church today might also become more interested in wealth and power than in spirituality, just as Solomon did.
6.	They would prosper in every way.
7.	(NOTE: Student project. See Lesson 1 for suggested titles.)
LESSON 10
8.	God is merciful: Ex. 34:6, 7; Isa. 41:10, 13, 14; Isa. 55:6, 7; Isa. 57: 15-19; Jer. 9:24; Lam. 3:22; Ezek. 33:11.
9.	The story of Jonah and the salvation of Nineveh shews God's love to the nations. Even though Assyria was the enemy of Israel, and even though Jonah wanted them destroyed, God shewed that He wanted to save them.
10.	(NOTE: Students are to review chronology chart.)
11.	God turned Rehoboam's blunder into good by isolating Judah from the northern tribes and their idolatry. He wanted to preserve faith through the southern kingdom, since it would be through them that the Messiah would come.
12.	(NOTE: This question calls for preparation for an essay on idolatry in the SDA Church. See Question 16 in Lesson 10.)
13.	After Elijah had a great spiritual victory, he fell into despondency. The same can happen after a great campus revival.
14.	(NOTE: Student-chosen memory work.)
15.	Any time we place anything above God and His plan for our lives, we are participating in idol worship, the "exaltation of the human above the divine."
16.	God did all He could for Israel. He protected them, cared for their physical and spiritual needs, taught them, forgave them, pleaded with
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them, sent His prophets to them, and finally, He sent His own Son. He couldn't have done more than He did.
17.	It was largely through Cyrus that God began the res tor-ation of His people to Jerusalem. Ezra and Nehemiah organized and rebuilt the temple and city. Haggai and Zechariah counseled and encouraged God's people.
Surrounding nations tried to discourage the Israelites from building, but their work was carried to completion.
Many Jews were so well established that they decided to remain in Babylon and other countries. God called them out, but they were more interested in their material comforts than they were in God's plan for them. To those who returned/God said, ”No more foreign marriages, no more idolatry." A reformation took place, and Israel was restored.
18.	The second temple was greater because it was the temple to which the Messiah came.
19.	Foreign marriages always increased the threat of idolatry.
20.	Christ meets the accusations of Satan against the repent-ant people of God by saying that though they have sinned,
He has paid their full redemption price and they have accepted it for the forgiveness of sins.
21.	These are calls to the Israelites out of physical Babylon, and calls to God's last-day people out of spiritual Babylon.
22.	(NOTE: Essay question.)
It is better for a few to be dealt with severely so that many can be saved than to cause the loss of all by in-dulgence.
23.	Self-denial provides discipline, though it can never save you.
24.	Even though it seems that nations may destroy one another, yet God is in command. Behind the events of human history God is in control. Because God has directed history over the past milleniums, we may have the assurance that in His good time He will guide this weary world into His eternity.
25.	Since God's people had not listened to the prophets He had already sent, it was useless to continue sending them. Also, they developed a legalism that would virtually silence God's voice speaking through the prophets.
26.	Pharisees, Saducees, Essenes, Zealots: The Pharisees seemed to oppose Christ most vigorously, probably
LESSON 11
LESSON 12
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because He challenged their interpretations of the law.
27.	With the rejection of the Jews, we new interpret the prophecies and promises of the Old Testament as apply-ing to spiritual Israel, who are defined as all those from every nation in every age who have the faith of Abraham.
(NOTE: Students should be able to point out some of these promises in their Bibles.)
28.	Romans 11 discusses the way in which God included all nations in His love after the Jews had failed Him. It warns against overconfidence and pride, since none
is exempt from being "broken off" the tree. But the promise is that any person may be grafted into Christ.
29.	Paul says that it's easier for a Jew to be saved, since they were the "natural branches." God desires to graft them in again.
30.	The Jews obeyed the law from the wrong motives, they hid God's love and light from the world, they were self-righteous legalists, they wanted national restoration rather than salvation from sin, and they rejected God's Son.
31.	To be a part of spiritual Israel today means what it meant to be part of literal Israel in the Old Testament. We are to receive God's love and then share it with the world, so that through us, He can accomplish His purpose of saving others. It also means special blessings every day.
LESSON 13	32. Love involves choosing. Love is never forced—it must
always he willing. For God to make beings who had the capacity to love—to choose—was a risk, for these beings had the potential to choose not to love. Some did this. Since man chose not to love—to sin—God has permitted this condition to exist to demonstrate the brutality of sin, so that eventually all will recognize the righteousness of God's way, choose to love forever, and not rebel again.
33.	The Jews looked for a political, military leader to free them from Roman oppression, not a meek carpenter who advocated a kingdom within and a kingdom of glory to come in the distant future.
34.	These texts show that God's church today has the same opportunities and responsibilities that Israel rejected.
(NOTE: Students should interpret each individual text.)
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35.	The lamb was a symbol of the payment or sacrifice which Jesus would one day make. Its only value was that it represented Christ.
36.	(NOTE: This would be an excellent essay question to be completed with open Bibles· The point of the question is that the needs which John points out in Revelation are the same that Isaiah spoke to Israel years before. You might expand the Isaiah reference to 1:11-17.)
(NOTE:	In preparing your exam, consult also the memory
work which is reviewed in the students’ study guide.)
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15.	Messianic Music
LESSON PURPOSE
To teach the benefits of sacred music.
PERFORMANCE OBJECTIVES General:
Appreciates sacred music. Specific:
OUTLINE
Lead-in: Jesus’ first Passover.
Bible Writers: Music in the Old Testament. Modern Messenger: Music in the life of Christ. Mean to You: Various types of religious music. Worth Thinking About: What music can do for us.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-5. (Note: Optional Projects following question 5.)
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Do questions 611־, and read WORTH THINKING ABOUT. (Note: Optional Projects following questions 7 and 11.)
1.	Review question 4.
2.	Lead Optional Discussions following questions 5 and 7.
3.	Optional Projects which follow question 5: Either students could work on their projects (for 2nd day, as well), or have those who have completed projects present them at this time. Since there are numerous projects
in these two lessons, the class could well become a workshop for a few periods. If taken seriously, the projects in this lesson and the next could be of great interest and value to the students. Encourage their creative efforts!
1.	Have students read their responses to question 10.
2.	Review the principles of question 11.
3.	Lead the Optional Discussion following question 11.
(Note:	See RESOURCE MATERIALS, number 4).
4.	Do Optional Projects following questions 7 and 11.
(Note: You may want to add a third day to complete your projects. See RESOURCE MATERIALS, number 5.)
1.	Jesus may have sung any of the following psalms: 48, 110, 116, 118, 121, 122, 125.
2.	Jesus heard the highly trained chorus of Levites accom-panied by instruments playing in octave unison. He may even have heard an organ.
(NOTE:	See RESOURCE MATERIALS, number 1.)
3.	At His first Passover, Jesus realized that He was God's Son, one day to be offered for the sins of the world.
4.	Music in the Old Testament:
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)
(NOTE: The parallel today will vary with the experience and background of the students. See RESOURCE MATERIALS, number 2.)
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5.	(NOTE: Since there are almost innumerable possibilities on this question, we shall not attempt to suggest an answer here.)
6.	When earthly cares became oppressive, Jesus would commune with heaven by singing. It would cheer His own heart, and bring joy to those around Him as well.
7.	(NOTE: A variety of verses will be selected; the ones listed here provide commentary on the kind of life Jesus lived.)
Ps. 68:4, 6, 10, 17, 19, 20, 32-35 and Ps. 72:1-4, 12-14, 18, 19.
8.	We should employ music not merely for entertainment, but for the positive purpose of resisting temptation.
SUMMARY OF EVENT	PURPOSE	PARALLEL TODAY
Ex. 15:1-18 Escape from Egypt; Celebrate,
Crossing Red Sea. Praise God
1 Sam. 18:	David1 s victory Honoring
6, 7	over the	David.
Philistines.
1	Kings 1:	Solomon annointed Celebration.
38-40	king.
2	Chron. 5: Completion of	Thanksgiving.
1-14	temple.
2 Chron.	Hezekiah restores ׳ Worship and
29:1-6, 20, worship.	reformation.
25-30
Ezra 3:10, Foundation of the Worship and 11	temple laid.	thanksgiving.
Neh. 12:27 Dedication of the Dedication,
wall of Jerusalem thanksgiving.
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9.	(NOTE: Answers will vary, however you may consult the hymnal as indicated:
a.	Hymn of Praise: Hymns 1-22, 644-650·
b.	Hymn taken from a psalm: Hymns 13, 46, 257, 260,
692, 693·
c. A Reformation hymn: Hymns 130, 197, 261, 683.
d. A gospel song: Hymns 228, 288, 559, 560, 573, 635, etc.
e· A doxology: Hymns 683, 689, 690, 697. See RESOURCE MATERIALS number 3.)
*10. (NOTE: This question is too subjective to suggest an answer.)
II.	Uses for music: Uplifts the thoughts, inspires and
elevates the soul, helps one to remember truth, subdues rude and uncultivated natures, quickens thought, awakens sympathy, promotes harmony of action, banishes gloom, conquers temptations, gives life new meaning and purpose, and imparts courage and gladness to others.
1.	Marketing in the temple
Competing with the sacred music Jesus heard was another kind of sound, the clamorous venders.
1,The dealers demanded exorbitant prices for the animals sold, and they shared profits with the priests and rulers, who thus enriched themselves at the expense of the people. The worshipers had been taught to believe that if they did not offer sacrifices, the bles-sing of God would not rest on their children or their lands. Thus a high price for the animals could be secured; for after coming so far, the people would not return to their homes without performing the act of devotion for which they had come" (DA 155).
2.	New Testament music
Music plays a part in the New Testament, too. If time permits, you may want to discuss the following texts:
Eph. 5:19, 20; Col. 3:16, 17; James 5:13.
3.	Hymnology
The following list of books will provide direction to further study in hymnology:
RESOURCE
MATERIALS
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Albert Edward Bailey, The Gospel in Hymns (New York: Charles Scribner’s Sons, 1950).
Louis F. Benson, The English Hymn (Philadelphia: The Presbyterian Board of Publication, 1915).
Henry Wilder Foote, Three Centuries of American Hymnody (Cambridge, Mass.: Harvard University Press, 1940).
Frederick John Gillman, The Evolution of the English Hymn (New York: The Macmillan Company, 1927).
H.	A. L. Jefferson, Hymns in Christian Worship (London: Rockliff Publishing Corporation, Ltd., 1950).
Edward S. Ninde, The Story of the American Hymn (New York: The Abingdon Press, 1921).
4.	Dancing in the Bible
If the question of dancing in the Bible comes up in your discussions, it might be well to consider the following information:	”In the Bible dancing is always connected
with rejoicing. The nature of this rejoicing may be religious, festive, or merely joyous. The Biblical dance bears little resemblance to the society dance (or even to the so-called ’square dance’) of modern Western civilization. The Biblical version was usually performed by women, but on rare occasions they were joined by men. Even on these occasions there is no evidence of physical contact between the sexes.
"Dancing was frequently performed with the accompaniment of musical instruments (Ex. 15:20; Judges 11:34). The dance mentioned in Ps. 149:3; 150:4 was of a religious nature. Of such a nature was also the dancing that took place during the bringing of the ark to Jerusalem, when David expressed his sublime joy by leaping and dancing (2 Sam. 6:14, 16; 1 Chron. 15:29). A certain annual religious festival at Shiloh provided for dancing by groups of women (Judges 21:21). Frequently, however, dancing had no religious significance, but was simply an expression of special festive joy (Jer. 31:4), and as such is often contrasted with mourning (Ps. 30:11; Lam. 5:15; Luke 7:32)" (SPA Bible Dictionary, pp. 247, 248).
5.	Speech choir
As an optional project, a group of students could be chosen to form a speech choir, doing for the class alter-nate responses on GC 676-678. This might be both inter-esting and inspiring for your students.
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16.	Music: Blessing or Curse?	*
LESSON PURPOSE
To expand the student’s appreciation for good music, and to help him choose only music that will glorify God.
PERFORMANCE OBJECTIVES General:
Applies Christian principles in selecting music.
Specific:
Lead-in: Problems in choosing secular music.
Bible Writers: Bible principles for selecting music.
Modern Messenger: Wrong music saddens angels.
Mean to You: Guidelines for music selection.
Worth Thinking About: Bring Christ into your choices.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-4. (Note: An Optional Project follows question 2.
OUTLINE
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Do questions 5-7, and read WORTH THINKING ABOUT.
(for 2nd day)
1.	Review meanings and applications of texts in questions 1 and 2.
2.	Have student present the Optional Project following question
2.	If you did not assign this project, perhaps it could
be done in class.
3.	Discuss question 4; watch out for hostility! (Note:
See SUGGESTED ANSWERS.)
4.	Lead the Optional Discussion following question 4. (Note: See RESOURCE MATERIALS, number 1.)
PRESENTATION (for 1st day)
1.	If you can discuss questions 5 and 6, plus the Optional Discussion following question 7, you should have more than a full period! On question 5, have a number of students read their guidelines. Summarize them on the board. After this is completed, try to find an honest and courageous student or two who will read his answer to question 6.
2.	In the Optional Discussion following question 7, do all you can not to make it a contest between youth and adults. Make your class goal to discover what Jesus wants our standard to be, based on the counsel He has given in the Bible and spirit of prophecy.
3.	If you have time, ask students to indicate their choices of music in question 7.
(for 2nd day)
1.	The Bible on selecting music:
a.	Phil. 4:8 - Our music should be true, honorable, justf pure, lovely, gracious, excellent, and worthy of praise.
b.	Rom. 7:21-25 - We should remember that there is the natural tendency for us to choose at times what is not for our best good.
c.	Ex. 32:15-19 - Not all singing glorifies God. Some of it sounds more like war than like the gift God meant music to be'.
d. Isa. 5:11, 12 - We can be intemperate in music, too.
2.	God doesn’t want to take the pleasure out of life:
SUGGESTED ANSWERS (Bible Writers)
a.	Phil. 4:4 - Paul says that we should rejoice in the Lord
always. And to emphasize the fact that he means what he says, he adds, "Again I will say, Rejoice."
b.	John 10:10 - Jesus said that He came to give life, and to give it abundantly.
c.	Eccl. 11:8, 9 - The wisest man who ever lived says we should rejoice every year of our lives, and that the young especially should rejoice.
d.	Prov. 16:20 - Here is a promise of happiness to all who trust in the Lord.
3.	Hev. 14:2, 3 and 15:2-4 describes the singing of those who have been redeemed. The song they sing is a unique one that none but those who have been redeemed can sing. On the sea of glass they sing, "’Great and wonderful are thy deeds, 0 Lord God the Almightyl Just and true are thy ways, 0 King of the ages(15:3)
*4. (NOTE: Variety of responses on this one. Some students may be openly hostile to this statement, but if you try to emphasize the sadness of the angels rather than the badness of the youth, the message may come across. We must remember how very difficult it is for young people to admit that their music is often below Godfs standard. How important that we be as kind and understanding as we possibly can in this area. If we overreact, we will do more harm than good.)
*5. (NOTE: This and the following exercise may be the
most valuable in this lesson. Since we have asked the youth to set up Christian standards of music selection, we cannot suggest a "right" answer; however, we include here a list of standards suggested by the author of these two lessons. We do not intend that this list should be imposed on the students, but rather that it provide the teacher with an additional resource.)
1)	The words: Study carefully the text of the song to see if there is an uplifiting idea, or if there is a tendency toward nonsense or evil.
2)	The music: Notice the similarities between the words and the music. If there are no words, notice the effect that this music has on people. Is the sound similar to music that does have questionable words associated with it? (The record jacket may also provide a clue to what's inside.)
3)	The rhythm: Does the rhythm or beat dominate to the exclusion of beautiful melodies and harmonies? The hypnotic driving of a constant and syncopated pulse may encourage the listener to give up control of his will.
(Modern
Messenger)
(Mean to You)
Ill
4)	The dynamics: A variety of -soft and loud passages in
a piece of music is a good sign. Music which constantly roars at a high decibel causes a frenzy of emotional excitement.
5)	The association: What kind of company does this music keep? We should suspect music which often appears
at barrooms, in dance halls, at rock festivals, in sound tracks of many movies, and on TV shows associated with crime, violence and immorality.
6)	The performers: The personal lives of the performers often has a bearing on the message and intent of their music. Can you admire the character and the life style of the performer?
7)	The effect: How does this music affect you and your friends. Music exerts a powerful influence upon the listener whether he is aware of it or not. The actions of people are definitely altered by the music they hear.
*6. (NOTE: Check the songs they list on this question with the guidelines they set up in Question 5· Again, they may not come as far as we would like but if they have come even part way on their own, without being pushed, we’re on the right track·)
*7. (NOTE: Variety of answers, of course, but be sure that they have the idea, and that they understand what they are doing in this classification exercise. See RESOURCE MATERIALS, number 2.)
RESOURCE
MATERIALS
,,Musical entertainments which, if conducted properly, will do no harm, are often a source of evil. In the present state of society, with the low morals of not only youth, but those of age and experience, there is great danger of becoming careless, and giving special attention to favorites, and thus creating envy, jealousy, and evil sur-misings. Musical talent too often fosters pride and ambition for display, and singers have but little thought of the worship of God. Instead of leading minds to remembering God, it often causes them to forget Him״
(Letter 6a, 1890, ^Manuscript Release # 947).
״The religious service of the Roman church is a most impressive ceremonial. Its gorgeous display and solemn rites fascinate the senses of the people and silence the voice of reason and of conscience. The eye is charmed.
1. Glorifying God in music
Two statements that relate to the area of glorifying God in music performance:
9-EBT-II
Magnificent churches, imposing processions, golden altars, jeweled shrines, choice paintings, and exquisite sculpture appeal to the love of beauty.
The ear also is captivated. The music is un-surpassed. The rich notes of the deep-toned organ, blending with the melody of many voices as it swells through the lofty domes and pillared aisles of her grand cathedrals, cannot fail to impress the mind with awe and reverence.
"This outward splendor, pomp, and ceremony, that only mocks the longings of the sin-sick soul, is an evidence of inward corruption. The religion of Christ needs not such attractions to recommend it. . . .
"Brilliancy of style is not necessarily an index of pure, elevated thought. High conceptions of art, delicate refinement of taste, often exist in minds that are earthly and sensual" (GC 566, 567).
Levels of musical selection
We must be quite flexible on this matter of what level of music our individual students will achieve. To some, the "highest" highbrow may only be the "Grand Canyon Suite." While it’s true that the chart’s upward direc-tion relates to spiritual values, it is also true that movement to the right reflects cultural values.
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17.	The Social Side
LESSON PURPOSE
To develop social concepts and skills which will aid the student in Christian relationships with the opposite sex.
PERFORMANCE OBJECTIVES General:
Understands social skills. Specific:
OUTLINE
V
Lead-in: Friendship, purpose of dating, procedures in dating, where to date; whom to date; parents; those who don’t date.
Bible Writers: God is interested in our dating relationships.
Modern Messenger: Principles of friendship and love.
Mean to You: Dating: who, when, where, and why?
Worth Thinking About: Definitions of love.
ASSIGNMENT (for 1st day)
Read the Lead-in and do questions 1-4.
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Do questions 6-13, and read WORTH THINKING ABOUT.
1.	Take some time to discuss the concepts of the Lead-in.
Ask students for points of agreement and disagreement, indicating their reasons.
2.	Do question 5 in class. Be sure you have Testimonies, Volume 3, SPA Bible Commentary, Volume 2, and Ministry of Healing in class for this question. The question should stimulate discussion. (Note: See SUGGESTED ANSWERS.)
3.	Do the Optional Project following question 13 in class.
It should be made more than a joke; the students may have to be reminded of this. Pick your participants with care! Be sure you discuss each situation after it is role-played.
1.	This is a big discussion day! Begin with questions 9-13. All of these should encourage vigorous exchange in the classroom.
2.	Lead the Optional Discussion questions following question 13. You may wish to have a student lead the discussion on some of the questions to add interest. (Note: See RESOURCE MATERIALS, number 4.)
1.	God generously provided a mate for Adam. Adam did not have to beg or plead for companionship; God does not want people to be lonely. His plan has not changed.
He is still interested in this area of our lives. We do not have to worry about dating and getting married.
We may trust God to lead us.
2.	Sometimes dating relationships do_ separate us from God. But if our faith and trust in God are constant, we can be sure that we will not be separated from His generous love.
(NOTE: It may be well to point out that this does not mean we can do as we please and still expect to remain close to God. The success of this promise may depend on our claiming some other promises, as well!)
*3. Perhaps God will provide the kind of social life your heart desires, if you really delight in the Lord.
(NOTE: Again, we need to maintain perspective. We do not love the Lord so that we may have a good-looking boyfriend or girl friend, but if our trust is in Him,
He will provide for our genuine social needs.)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Writers)
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*4. The Bible cultures did not know of "dating" as we do it today in our Western culture.
(NOTE: See RESOURCE MATERIALS, nunfcer 2·)
(Modern
Messenger)
a.	3T 24:1 - Christ's followers will not choose for intimate friends those with serious character defects.
(NOTE: Notice that throughout the context she refers to intimate friends. This does not, then, exclude friendly association with "defective1* people.)
b.	3T 42:2 to 43:1 - Don't associate yourself intimately with one "whose example it would not be safe to imitateWe should be led by God's Spirit in selec-tion of close friends. "Eternal considerations should come first/' and we should avoid those who are "vain and careless
(NOTE: Again, the emphasis is significantly placed on intimate friendships. Ellen White would not be one of the Pharisees who criticized Christ for associating with sinners! But she would counsel the young to avoid intimate relationships with those who could destroy spiritual success.)
c.	2BC 1000; Joshua 23:12, 13 ־ We should always be interested in saving the lost, but for our close friends we should choose those who are friends of God. Joshua adds a word of caution against marriage with unbelievers.
d.	MH 360:2 - "The warmth of true friendship, the love that binds heart to heart, is a foretaste of the joys of heaven
(NOTE: Most of this paragraph is devoted to the marriage relationship. However, this last sentence of the paragraph expresses the beauty of friendship, and indirectly, what heaven will be like. Following these brief summaries, the student is to indicate whether he agrees or disagrees with Ellen White, and why he does or does not.)
*6. (NOTE: This should be an interesting assignment, but you will get many responses from it. Be sure that the students are applying the principles of AH 50 to 60 in their letters.)
5.	Friendship:
(NOTE: This exercise should probably be done in class, if sufficient references are not readily available.)
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*7. (NOTE: No prescribed response.)
*8. (NOTE: Very subjective; no suggested response.)
*9. (NOTE: Again, a subjective question, but one that migh provide for some interesting discussion. One principle that could evolve is that before being given larger responsibilities, children should demonstrate their abilities to assume smaller responsibilities.)
*10. (NOTE: Student interview question. No set response. Related principles that can be discussed in this area are:	(1) the dependability of the persons dating, (2)
the time—day or night, how late before returning, (3) how frequent the dating, (4) the type of activity on the date.)
*11. (NOTE: Largely a question of preference. You will
receive many responses that might raise eyebrows, and perhaps you will want to lead your class in discussing these. However, this is not the place to get into an extended discussion on recreation, since there is not enough time to consider adequately the principles of recreational choice. Unit III, A Closer Walk, includes lessons in this area.)
12.	(NOTE: This is a valuable exercise that might be strengthened if you give the students some guidelines before they do the assignment. Perhaps 1 Corinthians 13 could provide guidelines for positive traits, and 2 Tim. 3:1-9 could be of value for negative traits.)
13.	Personal effort while depending upon Jesus is the best way to overcome undesirable traits. Of course, the first step is an awareness of the problem.
(NOTE: See RESOURCE MATERIALS, number 3.)
1.	Lead-in resource
Probe areas of special relevance for your group from the Lead-in.
2.	Bible practices in marriage
"Semitic custom called for the father or other near relatives to choose the bride for a marriageable young man (Gen. 21:21; 24; 38:6), a practice still carried out to a great extent in certain Oriental lands. It was customary courtesy also to seek the favor of the girl’s father and brothers towad the match (Gen. 34:
11). Dowries to the bride’s father were considered proper (Gen. 24:53; 34:12). Naomi sought out a suitable husband for Ruth (Ruth 3:1, 2). A father could give his
(Mean to You)
RESOURCE
MATERIALS
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daughter in marriage to whomever he wished (Joshua 15:16, 17; 1 Sam. 18:17), though her consent might be asked (Gen. 24:56, 57). Jacob served Laban for specified periods of time, in return for which Laban gave him Leah and Rachel as wives (Gen. 29:18-20, 25, 30)" (SPA Bible Dictionary, p. 688).
3.	Undesirable traits: overcome or compensate?
Not all undesirable traits can be overcome. Some areas such as facial features, body size and proportions, level of intelligence, disfigurement by birth or acci-dent, physical health (in some cases), or nervous dis-orders cannot be ״overcome.״ However, they can be compensated for. All of us have met people who have personal assets such as warmth, friendliness, pleasant personality, which compensate for appearance problems. They do so with remarkable success, so that once we know them, we wouldn’t think of describing them as ,,short," ״fat,״ ״ugly,״ or "deformed.״ These terms all belong somewhere outside the Christian community, anyway!
It should be added that in our culture all too much is made of physical appearance. The older we get, the less important this issue becomes. But to teen-agers, appearance is one of the greatest problems. Few are satisfied with their appearance. Most adolescents have huge feelings of inadequacy about the way they look. This is largely due to our society’s emphasis on physical appearance rather than on spiritual character.
"No outward beauty can recommend the soul to God. The wisdom and excellence revealed in the character and deportment, express the true beauty of the man; and it is the inner worth, the excellency of the heart, that determines our acceptance with the Lord of hosts. How deeply should we feel this truth in the judgment of our-selves and others" (PP 638).
"It is right to love beauty and to desire it; but God desires us to love and seek first the highest beauty, that which is imperishable. No outward adorning can compare in value or loveliness with that ’meek and quiet spirit,’ the ’fine linen, white and clean’ (Rev. 19:14), which all the holy ones of earth will wear. This apparel will make them beautiful and beloved here,
/“which is something all young people covet !7 and will hereafter be their badge of admission to the palace of the King" (AA 523, 524).
So we see that beauty of character is not mere compen-sation for other lacks, but is the essence of true beauty.
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4.	Spirituality In dating
A very significant concept could be brought out at the end of this lesson which could effectively bridge the approach to the next lesson on physical affection. Notice the diagram below and the comments that follow the diagram:
DATING PRIORITIES
SPIRITUAL
MENTAL/
EMOTIONAL
PHYSICAL
First
<===>
Second
«:	>
Marriage <------------->
Third
<s— t>
SPIRITUAL
MENTAL/
EMOTIONAL
PHYSICAL
GIRL
BOY
A.	Our spiritual nature is most basic to who we are; thus it should be the most essential ingredient of ,*getting acquainted·״
B.	The mental/emotional part of our makeup will be determined by and built upon what we have discovered and affirmed in the spiritual.
C.	The physical discoveries are least important and should be considered only after other areas of com-patability are affirmed.
D.	Most dating today, however, begins at the 2nd or 3rd level, and never gets to the first!
E.	How ready are you to date at all, if you don’t know how to relate at level 1?
The point, of course, is that today’s Western culture has reversed the order of this progression. This is too often true, even among SDA Christians, who should cherish the best spiritual identity of all people on earth!
18.	How Far Should
You Go?
LESSON PURPOSE
To protect young people from getting involved in sexual activity before marriage.
PERFORMANCE OBJECTIVES General:
Applies Christian principles Specific:
OUTLINE
Lead-in:	Semi-sex as opposed to going ,*all the way."
Mean to You: The Christian’s attitude toward sex.
Bible Writers: Warnings and promises relating to dating and sex. Worth Thinking About: Sex exploitation.
ASSIGNMENT (for 1st day)
Read the Lead-in, and do questions 1-8.
(for 2nd day)
Do questions 9-11, and read WORTH THINKING ABOUT.
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120
1.	Tell the students you expect a mature, adult response to your discussion of this lesson· Some of your low-minded boys can be disarmed if you challenge the class to consider this subject very seriously, and on a mature basis. You might even say that approaching sex as something bad, or dirty is a sure sign of immaturity.
2. The best procedure on this lesson is to simply follow the questions the students have been assigned, getting their views and discussion of the topic. For the 1st day, this will involve questions 1-8.
3.	If you have time, you might do the Optional Discussion following question 6 on the 1st day, but it will be equally appropraite on the 2nd day.
PRESENTATION (for 1st day)
1.	Take up your discussion where you left off on the 1st day.
2.	Discuss question 9. (Note: See SUGGESTED ANSWERS.)
3.	Emphasize question 10, not as a license for sin, but an encouragement to those who have sinned, with a promise that they can change.
4.	If you did not get to the Optional Discussion on the 1st day, it should be done now. (Note: See RESOURCE MATERIALS, number 2.)
5.	Discuss "sex ecology" and ways of cleaning up our moral environment.
(for 2nd day)
I. "All the way” involves a complete commitment within the marriage relationship.
*2. It's natural to want to be close to someone of the
opposite sex. Since the ultimate sexual relationship is nature's goal, the closer you come to that, the more satisfying. Nature urges us to do more than "hold hands."
(NOTE:	This, of course, is why the Christian must be
extremely cautious in this area.)
*3. The Christian is made the same way the non-Christian is.
(NOTE:	The emphasis here is that God is the author of
sex, and the fact is, He made it completely satisfying to Christians, who do it His way: within a marriage relationship. The Christian should not be less interested in sex than the non-Christian, but he should have a finer appreciation of it.)
SUGGESTED ANSWERS (Mean to You)
121
*4. Adventist youth should wait for sex until they are
married. The farther away from intercourse the young Christian can stay in affections, the better.
(NOTE:	See RESOURCE MATERIALS, number 1.)
5.	a. Fornication - Sexual intercourse between unmarried
people.
b.	Lore is not free. Sex is not free. Both demand commitment.
c.	Sex before marriage involves the following risks: Pregnancy, venereal diseases, injured conscience, lost faith, loss of personal respect, loss of re-putation, getting hurt by the one you give yourself to, being disappointed in the emptiness of sex without the commitment of marraige.
(Note:	See Evelyn Duvall’s book, Why Wait Till
Marriage? /New York: Association Press; 19657.)
d.	Love meets the need of others, respects others, and is from God. It is based on principle and endures in relationship. Lust is selfish, meeting one’s own needs, it does not respect the other person, it is based on immediate feeling, and it cannot last.
(NOTE:	You might also discuss love vs. infatuation,
making two contrasting lists on the board. See AH 71, 72 and 1 Corinthians 13.)
6.	(NOTE: Subjective response. However, it is indeed possible for a tenth grader to be in love. He has already learned to love his family, his friends, and now he learns to love those of the opposite sex. It may not be mature love, but it is real nonetheless. We sometimes hurt young people when we deny the possibility that they can know what love is.)
7.	Rom. 13:14 says to make no provision for the lusts of the flesh. That eliminates parking on dates.
8.	In 2 Tim. 2:22 Paul advises that we shun (or flee) youthful lusts.
(NOTE:	Here we can emphasize the positive, for in the
same text Paul presents a positive solution to these problems:	"Aim at righteousness, faith, love, and peace,
along with those who call upon the Lord from a pure heart.")
9.	(NOTE: We are reluctant to use the Living Bible where doctrine is concerned, but in this practical exercise it will be of value. If the question involves too much work for your students, condense it down to Prov. 4:23 to 7:27. These words of counsel are tremendous in the context of this lesson.)
(Bible Writers)
COUNSEL:
Trust and reverence the Lord.	(1:7)
Listen to your father and mother.	(1:8)
Stay away from young toughs.	(1:10)
Follow the steps of the godly and stay on the right path. (2:20)
Trust the Lord completely, don’t trust yourself; put God first. (3:5, 6)
Don’t be conceited. (3:7)
Honor the Lord by giving him the first part of all your income. (3:9)
Do not resist when God chastens and corrects you. (3:11)
Have two goals: wisdom and common sense. (3:21)
Don’t withhold repayment of your debts. (3:27)
Don’t plot against your neighbor. (3:29)
Don’t get into needless fights. (3:30)
Don’t envy violent men. (3:31)
Learn to be wise and develop good judgment and common sense. (4:5)
Don’t do as the wicked do; avoid their haunts.
(4:14, 15)
Above all else, guard your affections. (4:23)
Spurn the careless kiss of a prostitute. Stay far from her. Look straight ahead; don’t even look at her. (4:23-25)
Don’t be indiscreet. (5:2)
Run from the prostitute; don’t go near her home. (5:8) Be faithful and true to your wife. (5:15)
Rejoice in the wife of your youth. (5:18)
Don’t endorse a note for someone you don’t know. (6:1) Take a lesson from the work habits of the ants. (6:6)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20. 21. 22. 23.
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24.	Obey your father and mother.' (6:20)
25.	Don't lust for the beauty of prostitutes. (6:25)
26.	Love wisdom like a sweetheart; let it keep you from the prostitute. (7:4, 5)
27.	Don't let your desires get out of hand; don't let yourself think about her. Don't go near her; stay away from where she walks. (7:25)
PROMISES:
1.	All who listen to wisdom will live unafraid in peace and safety. (1:33)
2.	All who listen to the counsel will have wisdom and good sense. (2:1, 2)
3.	Wisdom and a knowledge of God Himself will be given. (2:3-5)
4.	He will be our shield. (2:7, 8)
5.	Your life will be filled with joy. (2:10)
6.	You will be saved from the flattery of prostitutes. (2:16)
7.	You	will	enjoy life	to the fullest. (2:21)
8.	Long and	satisfying	life. (3:2)
9.	God	will	crown your	efforts with	success. (3:6)
10.	You	will	have renewed health and	vitality.	(3:8)
11.	You will	be	rich.	(3:10)
12.	Long, good life, riches, honor, pleasure, peace. (3:16, 17)
13.	You'll be kept safe from defeat and disaster; protection. (3:23, 26)
14.	Promoted	to	honor.	(3:35)
15.	Long, happy	life.	(4:4)
16.	You will	be	exalted. (4:8)
17.	You won't limp or stumble as you run. (4:12)
You'll walk in the ever-brightening light of God's favor. (4:18)
18.
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19.	Your wife’s charms and embrace will satisfy you;
her love will fill you with delight.	(5:19)
20.	You will be saved from harm. (6:22)
21.	You will be kept from prostitutes and their
flatteries.	(6:24)
10.	John 8:2-11 encourages those who have made sexual mistakes , because it shows God’s willing forgiveness. 1 John 1:7-9 promises forgiveness of sins. 1 Cor. 10:13 promises that we do not have to do it any more.
11.	John 1:46 shows that Jesus rose above a very wicked environment to become the only perfect man who ever lived. For this reason, as Heb. 4:15 points out, He understands us and the temptations we are confronted with. But His promises and strength will bring us through.
1. How much affection?
The following discussion could be read to the class.
None of the young people in the discussion are Adventists, but they are committed Christians who challenge our young people to set high standards. Ask your class to write down arguments in the discussion with which they agree or disagree as you read. In the discussion which follows, emphasize the idea of the ,,biological ladder.״
*Ron:	It seems that every survey of moral attitudes taken
today shows that kids accept the idea of intercourse before marriage—"depending on the circumstances."
Is virginity, then, out of date?
Scott:	If I weren’t a Christian, I’d say yes. Sure, I’d like
to tell a girl, "Baby, it’s out of date. Everybody’s doin’ it." But I go by the Bible which doesn’t go out of date. Play with sex and it’ll still nag you because it’s wrong.
Susan: I go to a college with an "open door" policy in the
dorms . . . sometimes it’s hard to tell whether you’re in the men’s or women’s dorm!
Ron:	Then how do the gals feel about this virginity thing?
Susan: Many guys expect a girl to go to bed with them after a few dates. The girls figure, "I guess there’s nothing wrong with it." But after she’s been to bed with a guy, she’s a changed person. She fights every-one to prove it’s right . . . it’s like she’s trying to convince herself.
RESOURCE
MATERIALS
125
How much is your viewpoint influenced by your being a Christian?
Don’t forget, I went through most of high school before I became a Christian. Even before that I had to draw the line because I knew I would have felt guilty and used. Now I know why. God built that into us.
That brings up an interesting point. As a non-Christian, you were still committed to virginity, even though there were strong pressures against it.
Lots of non-Christians are—if the Sex Information and Education Council is any authority. They say there’s been little change over the past twenty years in the proportion of non-virginity.
The book How Far Can I Go? quotes a beautiful example of this. A girl in a secular college commented desperately, ”I’m still a virgin, but I don’t know how long I can hold out. Everybody’s doing it." Yet a survey of her dorm showed that 90 percent of the girls there were virgins, too!
Yet according to many of the surveys I’ve read—and from what I hear from kids—less and less girls are making it through high school as virgins.
Maybe it all depends on the bias of the person making the survey. At any rate, there’s certainly a much greater acceptance of this sort of thing in high school. But you don’t have to give in to it.
OK, let’s say that a guy or gal concludes that pre-marital intercourse is wrong. He or she is committed to a standard of staying pure until marriage. Doesn’t a person face some mighty big pressures to violate that standard?
You’d better believe it! He’s under constant pressure to take that next step. He’s got pressure inside and outside himself.
So is a guy laughed at if he tries to live with standards?
Not for long. I’ve found that he’s really respected.
The most dangerous threat of all comes from pushing the limits this side of intercourse. The problem is in what I call the "biological hand grenade ladder." Physical expression ranges all the way from holding hands to embracing to necking to petting. And once you’ve experienced any of those steps, it doesn’t satisfy anymore. It used to satisfy but it loses its zap.
Ron:
Susan:
Scott:
Ron:
Scott:
Ron:
Scott:
Ron:
Scott:
Bob:
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You see, our bodies are like computers. They get programmed to a certain point physically. Maybe you move on to the next person, but nothing satisfies until you move on from where you left off. And you keep climbing higher.
Ron:	This computer idea intrigues me. The computer
programmers talk about the GIGO principle. That’s "garbage in, garbage out." If your minds and bodies are like computers, then what we feed in is pretty important.
Bob:	And we wonder why we’re so controlled by sex! We
feed our minds a steady diet of paperbacks, cheap magazines, foreign films, dirty jokes, and so on.
Ron:	I guess that’s why God says, "Keep your heart with
all diligence; for out of it are the issues of life."
Scott:	Isn’t it what’s in your mind already? A lot of that
stuff isn’t bad itself. You get what you want out of it. They call a lot of it art.
Ron:	One thing’s sure—it’s impossible to escape it. You
read a magazine, you listen to the radio, and it hits you.
Bob:	A teen-ager is going through the most powerful bio-
logical drives he’ll ever have. His big battle is to control his mind and ask God to be right there with him in his throughts.
Ron:	The maddening thing is that in a more normal society
guys wouldn’t be so hyper-stimulated with these provocative nudes and other erotica. I think the word "artistic" is a rationalization. Sure, the naked body is beautiful, but it’s meant to stimulate, to lead to intercourse in marriage. It’s a form of cruelty to display this nudity without allowing inter-course. The exposure of the female body is bound to become garbage in the average mind.
Susan:	We’re swamped with sex being just a physical thing.
We’re brainwashed.
Ron:	The world tries to show sex as an isolated and exciting
physical experience. Make love, walk away and forget it. But it just doesn’t work that way. Sex is a total human experience, and it leaves marks on your mind and soul for months to come. There’s no way to keep it an isolated physical thrill.
Susan:	I’ve got a hang-up that I think really complicates this
staying pure business. I think a lot of internal pressures are the result of steady relationships. More moral problems result from kids going together for a long time. . . .
127
Yeah, it seems to become sort of a pseudo-marriage·
You1re together all the time. Everything gets to be routine, and boredom sets in. The biological ladder seems the only place to go to bring your relationship back to life. Some fifteen-year-old girl who’s been dating the same guy for a year is almost doomed as far as holding the line is concerned.
I’d go so far as to make it a rule, I think. Avoid steady relationships.
Bob, you talk to a lot of kids about moral problems.
Any examples on this steady thing?
I’m thinking right now of a top Christian guy I met, the leader in his area. He's always had high moral standards. He started going steady with a sharp Christian girl. Not long ago he came to me and said, ״Kathy and I have to get married." The pressure of that relationship wiped him out!
Well, we’ve hit a lot of the pressures kids face.
But how about a realistic physical standard for someone who has decided to wait till marriage?
Do you want it straight? Don’t unzip, don’t unbutton; don’t pull down, don’t pull up. A guy has got to know what he’s doing to himself. Every move he makes feeds his computer. He is built to enjoy the body of the opposite sex.
And sex is a total package. It was never meant to be stopped. I know kids who have said, "Help us, please.
We just can’t stop. What’s wrong?" What’s wrong is that they are pitting themselves against the laws of nature. God meant for all those physical pre-liminaries to prepare the body for intercourse within marriage. We are made to operate in forward gear sexually. Once you’re halfway up the biological ladder, it’s too late to put on the brakes. You just can’t try to avoid premarital intercourse and play with the process that’s meant to lead to it.
You know, there’s something along that line that most kids don’t realize. They’re very much aware that they are turned on inside. A guy or gal knows he has moved himself up the ladder. But he may not realize that he is doing what the Bible condemns as "defrauding." He is stirring up desires in the other person which can't be righteously satisfied. Long after that guy leaves that girl for another one, she will be living with the desires he triggered. I honestly believe that when many guys stand before God, He will read off the list of girls they defrauded. It will be a day of accounting, believe me!
Ron:
Susan:
Ron:
Bob:
Ron:
Bob:
Ron:
Bob:
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It seems to me that there’s a turning point in sex . . · maybe it’s when you start touching. Your imagination starts running, and a guy goes the rest of the way in his mind.
In other words, your standard may be sincere. But you experiment, and your glands overpower your standard.
Here I am with my hang-up again, but steady relation-ships demand increasing sexual expression. I can’t see two kids going together and stopping with a kiss.
But it seems pretty tough to say that the only way a couple can survive is not to go together. What if they really care for each other?
They would both have to be really strong and kids who have experienced nothing.
This avoiding steady relationships sounds unrealistic. And it sounds to me like running away from a solution.
You know what may seem like running away may be a good idea anyway. Paul said, "Flee youthful lusts." When things get tense, it’s time to walk away—at least for a few weeks.
What’s the turning point, then, where a person risks his purity?
Remember, God created sex as a progression. When your transmission starts running—and we all can tell when that is—then it’s time to stop. The thing is, a couple needs to concentrate on that goal of developing spiritual intimacy, to be able to share their innermost thoughts and feelings.
A guy’s rule should be—"Look for the most spiritual girl I can get."
I buy that. The couple who keeps moving up the ladder blows any chance of developing that spiritual intimacy. In fact, playing with sex seems to break communication. Then the couple wonders what’s wrong, so they neck a little more. Things get worse, so they move up the ladder some more. It’s a trap!
That’s so tragic when sex is one of God’s great gifts for man and wife to communicate. It ticks me off how sin can twist and destroy it.
And sex is meant to convey a lifelong relationship.
Guys who have been on both sides tell me that there just isn’t any comparison between marital and pre-marital sex.
Scott:
Ron:
Susan:
Bob:
Susan:
Scott:
Susan:
Ron:
Bob:
Scott:
Ron:
Bob:
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OK, Bob, how about drawing a line for kids with standards?
Sorry about that! I never do draw lines for kids.
Just stay as far away from intercourse as possible.
Give someone a line, and he’s bound to misunderstand it. If your line is beyond what he’s done, he says,
0״h boy, I’ve got some catching up to do.” If your line is below what he’s done, he says, "You clod.
What do you know?"
Are Christian guys sometimes worse than non-Christian guys when it comes to sex?
I’m afraid so. His emotions will lead him where any guy’s will. I used to think God turned off a guy’s sex button when he accepted Christ. I know better now.
Well, with all the pressures and unpopularity of God’s kind of purity, are there some advantages to saving a lot for marriage?
I think married couples who waited ought to talk more about the advantages. That kind of people has had the greatest influence on me.
I insist on being able to talk about marriage wherever I’m asked to talk about sex and dating. Otherwise, it’s like talking about track without mentioning the state finals. If you play with sex, you sow seeds of distrust that will haunt your marriage for the rest of your life. On the other hand, saving earns the kind of trust that makes marriage a beautiful thing. Your total communication relates to what you did before marriage.
It’s so important to remember that sex is God’s invention, and he wants us to save only so sex can be all that He intended. You can’t top God’s brand of sex and love. You need the Inventor’s blessing for it to be all it can be. Playing around before marriage means you forfeit the right to a lifetime of enjoying sex at its best. I think the best advice is to aim high. Your only real danger is setting your standards too low. I married a girl who kept an affection savings account, and it’s great! The idea of a savings account is that you don’t spend your wad on every little purchase that comes along. You save it for that one big purchase that you really want. And affection is like that. Sock it away in an account; don’t spend it on all the little purchases that tempt you, and when that big one comes along—someone you want to love for the rest of your life—you’ll have all your savings to spend. And the more you’ve saved, the more exciting the real thing will be!**
Ron: Bob:
Ron:
Susan:
Ron: Susan: Bob:
Ron:
*Campus Life Contributing Editor, Ron Hutchcraft, led this discussion and wrote the article·
**Reprinted from Campus Life, <g) 1969, Youth for Christ. Used by permission.
2· Attitudes toward sex
If your class is unusally mature, you could very pro-fitably discuss the basic differences between boy’s attitudes and girl’s attitudes regarding sex. What do we expect from each other? Why is the girl inclined to see love romantically, while the boy interprets his love feelings sexually? How will the women’s liberation movement affect sex roles and attitudes.
130
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19.	Summing
LESSON 15
1.	At age 12, when He saw the lanib offered at the Passover, Jesus knew He was the Messiah.
2.	Music was used for celebration, thanksgiving, worship (praise) and dedication.
3.	(NOTE: This was a subjective question, but will probably include church dedications, campmeetings, General Conference sessions, victories over sin and obstacles, worship services, special holidays, etc.)
4.	Jesus heard the singing Levites accompanied by instruments; He also heard the congregation sing responsively.
5.	Music encouraged, strengthened, and cheered the heart of Jesus, as well as those who were near Him.
6.	(NOTE: Hymns of praise, hymns taken from psalms, reformation hymns, gospel songs, and doxologies should be included in this list.)
7.	(NOTE: Student project. See Lesson 1 for suggested list of titles.)
LESSON 16
8.	Our music should be honorable, just, pure, lovely, gracious, excellent, and worthy of praise (Phil. 4:8). We should remember that our own inclinations are not always the best (Rom. 7:21-25) . We should recognize that not all singing glorifies God (Ex. 32:15-19) , and we should beware of intemperance in music (Isa. 5:11, 12).
9.	Those who are saved in the end will be able to sing a song no one else has ever sung or can sing.
10.	(NOTE: This is a concrete question, but it is also subjective and will vary.)
11.	(NOTE: Review question on the chart of the moral worth of music.)
12.	(NOTE: Subjective essay question.)
13.	We should be careful in our choice of music, not choosing that which is frivolous and distracting from our Christian experience.
LESSON 17
14.	We will beware of character defects and the examples set; eternal values
should receive first consideration; our friends should be the friends of God.
15.	God provided for Adam's needs for companionship; He also promises to meet all our needs if we trust Him and seek Him first.
16.	(NOTE: This question to be answered in harmony with what was established in your class discussion.)
17.	(NOTE: Subjective; again depends on classroom conclusions.)
18.	In asking for a date, be direct and to the point. In accepting or refusing, apply the tact and courtesy you would expect.
19.	Love is not a feeling, but a principle that comes as a gift from God.
20.	"Semisex" is trying to "go all the way" outside of a full relationship and commitment within marriage.
21.	God made sexf and He made it best for those who do it His way.
22.	Pregnancy, guilt, VD, broken relationships, loss of personal respect, loss of reputation, disappointment, and getting hurt are some of the risks of premarital sex.
23.	Fornication is sexual intercourse between unmarried people.
24.	Rom. 13:14 eliminates parking, 2 Tim. 2:22 warns about youthful lusts, and 1 Cor. 10:13 promises that you can survive the temptations.
25.	"Sex ecology" involves cleaning up the moral environment of our society.
26.	(NOTE: Subjective essay.)
LESSON 18
EFFECTIVE BIBLE TEACHING
Volume II
A TEACHER’S MANUAL for use with the course BREAKTHROUGH WITH GOD’S CHURCH Unit III
Joe Engelkemier, Writer of Unit III
Richard E. Harris, Editor
Scripture quotations, unless otherwise indicated, are from the Revised Standard Version of the Holy Bible, copyrighted 1946 and 1952 by the Division of Christian Education, National Council of Churches, and are used by permission·
Copyright © 1973 by the Department of Education, General Conference of Seventh-day Adventists, Washington, D.C.
All rights reserved
Pacific Press Publishing Association Mountain View, California
Omaha, Nebraska	Oshawa, Ontario
Litho in U.S.A.
2
CONTENTS
Page
UNIT III: A Closer Walk
Introduction ................................................ 4
Section 1
1.	The Gospel Comes to Corinth............................... 9
2.	Counterattack............................................ 12
3.	You’d Hardly Call Them Saints............................ 15
4.	Complete in Him.......................................... 18
5.	How Do You Tell?......................................... 24
6.	Taste for Yourself....................................... 27
7.	Beauty in a Swamp?....................................... 31
8.	Questions About Marriage ................................ 40
9.	"Swifter, Higher, Stronger".............................. 47
10.	"A Heart Like Thine"..................................... 50
11.	One in the Spirit........................................ 54
12.	Three-gun Salute—and Then?............................... 60
13.	Summing It Up............................................ 67
Section 2
14.	Lifework: Ambassador..................................... 74
15.	The Perfume of Influence................................. 77
16.	Staying Ready............................................ 82
17.	How Different Is Different?.............................. 86
18.	The Devil's Bag.......................................... 92
19.	Leisure Time Ahead....................................... 97
20.	Made for Action..........................................105
21.	What About Dress Standards?..............................110
22.	Fashion, Modesty, and God's Spirit ..................... 118
3
23.	Giving Joyously................................................124
24.	Sufficient Grace ............................................. 131
25.	Summing It Up..................................................134
APPENDIX A: The Relationship of Dress to Successful Witnessing . .	140
APPENDIX B: Last Day Fashions—And God's Will For You..............146
APPENDIX C: I Don't, Because ..................................... 153
A STUDY OF THE CORINTHIAN LETTERS
This unit—a study of the Corinthian church and of Paul’s letters to that church—provides opportunities for "a deeper experience in the things of God" (AA 307).
During his second missionary journey,	A.D.	49 to	A.D.	52, Paul spent eighteen
months at Corinth—a prosperous Greek	city	noted	both	for its bustling
commerce and for its moral degeneracy. The Lord used Paul to establish a large church there. These new Christians *,were surrounded by idolatry and sensuality of the most alluring form"	(AA	299).	While Paul was with them
these influences had but little power	over	them.	But	after he left, many
became careless and indifferent. Some went back to their old ways, and various other problems arose.
During his third journey (A.D. 53-58) Paul labored at Ephesus, and while there he wrote a brief letter to the Corinthians which is no longer preserved In this letter he warned the believers not to keep company with other members who persisted in immoral living. Many of the believers quibbled over his words, and excused themselves for disregarding his instructions.
About this time several members of the family of Chloe came to Ephesus, and from them Paul learned more about the situation at Corinth. To hear about all the problems at Corinth was a heartbreaking experience for Paul, and with "many tears״ he went to God for counsel. The result was the letter we now call 1 Corinthians—״one of the richest, most instructive, and most power ful of all his letters״ (AA 301).
After Paul learned that his words of reproof had been accepted, and that "a wonderful change had taken place among the Corinthian believers" (AA 324) he wrote 2 Corinthians. In this letter he gives additional advice and encouragement to the Corinthian believers.
Paul’s counsels and warnings to the Corinthian believers, particularly those concerning idolatry and self-serving, ״are applicable to all time, and are especially adapted to our day" (AA 317). Adolescents are at a period of life when their emotions and desires are the most difficult to control. They are surrounded by idolatry and sensuality even more alluring and corrupting than that which existed at Corinth. If they are to win the crown of life Paul wrote about in 1 Corinthians, they, too, must develop the experience described in these words:
"All his habits and passions must be brought under the strictest discipline. Reason, enlightened by the teachings of God’s word and guided by His Spirit, must hold the reins of control" (AA 311).
This unit of study has been developed around three central truths emphasized by Paul:
(1)	Our need to make the cross of Christ the center of attention in our personal lives.
(2)	Our need to allow God’s Word and the Holy Spirit to be the guiding influences in our lives.
4
5
(3)	Our need to demonstrate by changed lives that Christ really does make a person different—decidedly different.
First of all, the cross
Before going to Corinth Paul had determined to make the cross central in his teaching. "I decided," he said, ,,to know nothing among you except Jesus Christ and Him crucified" (1 Cor. 2:2).
In AA 243-247 is a commentary on 1 Cor. 2:2 that you could review frequently with profit. Again and again go over these pages, underlining ideas which become a message of God to your own heart. Let this study provide for you a relationship to the cross similar to that which Paul had.
For personal heart preparation and enrichment, see also the chapter entitled "Exalting the Cross" (AA 201-210). Covet for yourself the experience of Paul:
"His lips had been touched with a live coal from off the altar, and he was enabled to rise above bodily infirmities, and to present Jesus as the sinner’s only hope. Those who heard him knew that he had been with Jesus. Endued with power from on high, he was able to compare spiritual things with spiritual, and to tear down the strongholds of Satan. Hearts were broken by his presentation of the love of God, as revealed in the sacrifice of His only begotten Son, and many were led to inquire, What must I do to be saved?" (AA 208).
Lesson 4 will lead your students into a brief review of how men are saved.
Many of your students may have studied similar material in a unit entitled "God So Loved You" in the course Breakthrough With God. Others may be attend-ing an academy Bible class for the first time. Take adequate time to make sure that every student has a clear understanding of the steps one must take to find salvation.
Second, the Spirit and God’s Word
In the same passage expressing his decision to exalt the cross, Paul mentioned his need for the Holy Spirit (1 Cor. 2:1-5). As teachers we have a similar need. For personal enrichment review all Ellen White wrote in Acts of the Apostles on the subject of the Holy Spirit. Use the entry "Holy Spirit" in the index to locate comments. Notice the ability of the sword of the Spirit to "cut its way through unbelief" (AA 38). Notice in AA 36, 37 the conditions which must be met in order to receive this gift in its fullness. Notice also the following assurance, from AA 56:
"Every worker who follows the example of Christ will be prepared to receive and use the power that God has promised to His church for the ripening of earth’s harvest. Morning by morning, as the heralds of the gospel kneel before the Lord and renew their vows of consecration to Him, He will grant them the presence of His Spirit, with its reviving, sanctifying power. As they go forth to the day’s duties, they have the assurance that the unseen agency of the Holy Spirit enables them to be ’laborers together with God’"
(AA 56).
2 85
6
Youth today are talking much more about God’s Spirit than youth of previous generations. Paul devotes 3 chapters to the gifts of the Spirit. In Lesson 11 you will have opportunity to discuss these gifts, one of which is, of course, the gift of tongues. Since glossolalia has become a matter of curiosity and interest to many, this lesson provides opportunity to examine the Bible teachings about this gift.
In this context, be sure the practical lessons of 1 Corinthians 13 are not overlooked. Explain how youth can apply to their lives the valuable lessons found there.
Third, changed lives
The Holy Spirit used the epistle of 1 Corinthians to transform backslidden Corinthians. Many repented of their sins, and put away sensuality.
"Their lives were no longer a reproach to Christianity, but exerted a powerful influence in favor of practical godliness" (AA 324).
The same practical fruits again need to be seen. The following appeal by Paul, in 2 Cor. 6:17, 18, again needs to be realized:
"Therefore come out from them, and be separate from them, says the Lord, and touch nothing unclean; then I will welcome you, and I will be a father to you, and you shall be my sons and daughters, says the Lord Almighty" (2 Cor. 6:
17,	18).
In 1894 Ellen White sent a special message to the students at Battle Creek College (FE 285-290). It is an appeal to be different from the world. In this message she told the students:
"The reason we have had so little influence upon unbelieving relatives and associates is that we have manifested little decided difference in our practices from those of the world" (FE 289).
In Lesson 19 we will examine the questions, "How separate is separate? How different is different?" Some excerpts from the message to Battle Creek College are included in this lesson. You may find that a review of the entire message is helpful. Note in particular this prophecy on FE 290:
"Our institutions of learning may swing into worldly conformity. Step by step they may advance to the world; but they are prisoners of hope, and God will correct and enlighten them, and bring them back to their upright position of distinction from the world. I am watching with intense interest, hoping to see our schools thoroughly imbued with the spirit of true and undefiled religion. When the students are thus imbued, they will see that there is a great work to be done in the lines in which Christ worked, and the time they have given to amusements will be given up to doing earnest missionary work. They will endeavor to do good to all about them, to lift up souls that are bowed down in discouragement, and to enlighten those who are in the darkness of error. They will put on the Lord Jesus Christ, and make no provision for the flesh to fulfill the lusts thereof."
7
It is time—past time—for this prophecy to be fulfilled. Within this con-text this unit contains lessons on two standards being studied in this course, Breakthrough With God’s Church; namely, recreation and dress. Do not over-look the inspired quotations. Appendix B which discloses what Satan is attempting to do through fashion. Isn’t it time for more youth to be delivered from Satan’s influence? Isn’t it time for the promised reforma-tion to take place?
Reform will not come easily. ״Selfishness and pride will make a stand against anything that would show them to be sinful" (MB 142). The obstacles you will meet will call for much prayer. For encouragement, see the chapter in IT entitled "The Power of Satan" (IT 341-347). In spite of the title, this chapter emphasizes Christ’s power over Satan. Four times in this chapter Christ is called either "the mighty Conqueror" or "the mighty Deliverer." And in this chapter we have this assurance:
״Satan cannot endure to have his powerful rival appealed to, for he fears and trembles before his strength and majesty. At the sound of fervent prayer, Satan’s whole host trembles. He continues to call legions of evil angels to accomplish his object. And when angels, all-powerful, clothed with the armory of Heaven, come to the help of the fainting, pursued soul, Satan and his host fall back, well knowing that their battle is lost" (IT 346).
It is time for Satan to lose more battles in the controversy between sensuality and purity, between modesty and immodesty. The lessons on dress, tied as they are to the larger subject of reformation and the work of the Holy Spirit, have been designed to help in fulfilling the FE 290 prophecy that our schools will yet in all things be brought back "to their upright position of distinction from the world."
The doctrine of spiritual gifts
In Lessons 5 and 6 the doctrine of the spirit of prophecy is introduced.
Volume 2 of the Testimonies has many parallels to the Corinthian letters.
These parallels are summarized on page 31 of A Closer Walk. Volume 2 covers the period in Adventist history from 1868 to 1871, a time when dangerous trends had come into the church. Notice this description of these trends, which is described on pages 6 and 7 of the introduction to Volume 2:
"But with all these gains and advance moves, the adversary continued to work earnestly to lower the spirituality of church members, to cause them to love the world and its attractions, to leaven the church with the spirit of criti-cism, to dry up the springs of benevolence, and especially to bring the youth into his ranks. Against these dangerous trends Mrs. White, as God’s messenger, was faithfully and earnestly delivering her messages by voice and pen, call-ing the members of the church to God’s standard of integrity and righteousness."
These same trends are especially evident today. Both the Corinthian letters and the special messages in Volume 2 can be used of God to help reverse these trends. Volume 2 consists largely of personal letters. Encourage your stu-dents to do more than regular assignments. Some, given proper encouragement and incentive, could be led to read the entire volume and share portions with the rest of the class. Encourage each student, as far as possible, to secure his own personal copy.
8
Your personal experience as a teacher
Paul's personal influence while among the Corinthians is described in these words:
"Paul's firm faith, his fervent prayers and earnest words of instruction, and above all, his godly life, had helped them to deny self for Christ's sake, rather than to enjoy the pleasures of sin" (AA 299).
May your influence be similar as you lead your students into a study of these important and relevant topics!
Lesson 14-1 day
1־15
16-1
17-	2
18-	1 2־19 20-1 2־21 22-2 2־23 24-2
25 - 2
Total - 41 days
Suggested schedule Lesson 1-2 days
2-1
3-	3
4-	2
5-	1
6-	3
7-	2
8-	1 9-1
10-1
11-2
12-1
13-2
1.
The Gospel Comes to Corinth	.
LESSON PURPOSE
To show the power of the gospel to transform lives. ,,If the gospel could triumph in Corinth, it can win under any circumstances.11
PERFORMANCE OBJECTIVES General;
Understands the transforming power of the cross.
Knows ways of sustaining love for Christ. Specific:
OUTLINE
Lead-in: The historical setting.
Bible Writers: The establishment of a Christian church at Corinth. Modem Messenger: Paul’s methods of labor at Corinth.
Mean to You: The relevance of the Corinthian story to today.
10-EBT-II
10
1.	Ask students to read the Lead-in and write answers to questions 1 and 2.
2.	Call attention to Optional Projects, and from each class try to get three students to volunteer to do the Projects. Try to get at least one student for each project.
1. Ask students to write answers to questions 3 through 6 and one Optional Discussion question of their choice.
1.	Discuss the Lead-in.
2.	Discuss questions 1 and 2.
3.	Give reading time in class for students to read AA 243-254 in preparation for the following day's assignment.
1.	Ask those who did Optional Projects to share their work.
2.	Discuss questions 3 through 6.
3.	Conclude the lesson by having volunteers read aloud WORTH THINKING ABOUT.. Call attention to the map on page .70.
4- Allow a study {period to begin ·Lesson 2. If time permits, 4io question 1 and !part of question 2 in class.
I. Paul - the evangelist who led out in establishing the church.
Aquila and Priscilla - provided lodging, encouragement, and work for Paul.
Silas - came to help Paul do evangelism in Corinth.
Timothy - came to help Paul do evangelism in Corinth.
*idu&tius — TPx&vided his home as a meeting place after Paul was t jQppQ&arl astt ithe synagogue.
CCfispus - He with his !family accepted Christ. His influ-ence as aruler of the synagogue probably encouraged others to do likewise.
Gallio - Refused to take action against Paul when Sosthenes and leading Jews tried to get Paul expelled or killed.
Apollos - came to Corinth and watered the seed Paul ,planted
ASSIGNMENT (for 1st day)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED ANSWERS (Bible Writers)
11
2· Originally both were very hostile to the gospel .
3. a. Answers will vary·
b.	He had met eloquence with eloquence, logic with logic, argument with argument, philosophy with philosophy·
He gained only a few converts.
c.	To preach nothing but Christ and Him crucified·
d.	The Jews would be angered at the message that a crucified carpenter was the Messiah. To the Greeks the idea that someone who had died on a cross was the Saviour would be considered "absurd folly·"
e.	"Many of the Corinthians hearing Paul believed and were baptized" (Acts 18:8) · A "large church" was established (AA 252)·
4.	The Christ who could change the sinners of a place like Corinth can change the worst sinner of today·
5.	When a sinner sees God1s love as revealed in the sacri-fice of Christ, and yields to that love, the heart is transformed·
6· "If ever his ardor in the path of duty flagged, one
glance at the cross and the amazing love there revealed, was enough to cause him to gird up the loins of his mind, and press forward in the path of self-denial" (AA 246) ·
*	To the Jews the cross was a stumbling block; to the Greeks it was foolishness.
*	A list of suggested attitudes toward the cross might include the following:
(1)	Hate the one who died—as the Pharisees did.
(2)	Be indifferent to Him—as the Roman soldiers were.
(3)	Love the one who died—as the disciples did.
A variety of other opinions may be suggested also. If you use the preceding list, based on attitudes of those actually present at the crucifixion, try to make personal applications. Have students evaluate which of the three attitudes they feel is their present experience.
*	Not one person need lose eternal life.
*	"The mighty argument of the cross will convict of sin" (4T 375)* If we want to be transformed, we shall direct our attention to the cross.
(Modern
Messenger)
(Mean to You)
Optional
Discussion
12
2.
Counterattack
LESSON PURPOSE	~
To expose methods Satan uses in attempting to disrupt the work of the gospel.
PERFORMANCE OBJECTIVES General:
Recognizes the problems in the church at Corinth.
Summarizes possible solutions to the problems.
Specific:
Lead-in: Exposure of some of Satan’s methods for disrupting the effectiveness of the Gospel.
Bible Writers: Problems at Corinth and how Paul dealt with them.
Mean to You: Personal applications.
ASSIGNMENT
Ask students to read the Lead-in and write answers to questions 1 through 7. PRESENTATION
OUTLINE
1.	Share and discuss with students one or more of the examples listed in the
13
footnote on page 11 about how Satan and his angels hold planning councils.
2.	Discuss the Lead-in and question 1.
3.	Discuss questions 2 through 7.
4.	Call attention to Optional Discussion, and if time in class permits, memorize the 2T 267 statement.
1.	Answers will vary.
(NOTE: It may be necessary to summarize these three plans students who have not yet read 1 Corinthians may not have a clear picture as to what these three plans are.)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
2. Problems and suggested solutions
(Bible Writers)
3.	Answers will vary.
4.	He did not directly rebuke those who were licentious
Problem	Suggested Solution
1 Cor. 1:10-17; Quarreling among church Become one in Christ
3:21-23	members
1 Cor.	5:1-13	A church member was	Disfellowship	the offender
living in sin with his stepmother.
1 Cor.	6:1-8	Church members were	Find a fellow	believer to
going to court against arbitrate disputes; if this one another	does not solve the problem
be willing to be defrauded rather than go to court
1 Cor.	6:15-20	Church members were	Consider your	body as a
being tempted by	temple of God and shun
prosti tutes	impuri ty
1 Cor. 11:18-34 There was greed and	If you are hungry	eat at
feasting at the	home. Enter into	communion
communion services	service with spirit of self-
examination
1 Cor.	14:1-37	Speaking in tongues	Let only two or three
caused disorder in	persons speak in	tongues
church services	at a service, and	then only
if an interpreter is provided.
14
(impure), but emphasized practical godliness, and lifted up Christ and Him crucified. These truths, if received, would lift his hearers from worldliness to purity.
(NOTE: Later when Paul wrote a letter back to Corinth, he did rebuke certain individuals who had not profited from his teachings and example when he was with them [1 Cor. 5:1137־.)
(Mean to You)	5. Answers will vary. Most will probably say the root problem
was selfishness.
6.	Answers will vary.
7.	Heaven would not be' desirable.
(NOTE:	The SC 17, 18 reference enlarges upon this
truth. If time permits read and discuss the entire paragraph.)
Optional	* Spiritual exercises include "religious thoughts and devotional
Discussion	feelings" and carrying religion into daily activities (2T 264).
In her letter to her son, Ellen White emphasizes the necessity of habituating the mind to concentrate upon spiritual things. She writes, "The will must be exercised in the right direction. I will be a whole-hearted Christian. I will know the length and breadth, the height and depth, of perfect love" (2T 266). Religion can be brought into workday activities as well as into activities more commonly thought of as religious—by singing a happy chorus while washing dishes, for example.
Ellen White also speaks of cultivating spiritual thoughts and devotional feelings. Specific opportunities include meditation, Bible reading, attending spiritual meetings, training the mind to praise God.
(Note: You may wish to read the entire letter, 2T 261268־, as part of your preparation for this discussion.)
Some things which lessen spiritual interest include:
(1)	cherished sins, (2) pornography, novels, and similar types of reading, (3) many of the late shows type of TV programs, (4) excessive interest in amusements and sports.
*
15
3.	You'd Hardly Call Them Saints
LESSON PURPOSE
To read the entire epistle of 1 Corinthians just as you would read a letter from a friend·
PERFORMANCE OBJECTIVES General:
Understands true conversion and its fruits.
Writes key promises of 1 Corinthians.
Comprehends the concept that commands are also promises. Specific:
OUTLINE
Lead-in: Background of 1 Corinthians.
Modem Messenger: Introduction.
Bible Writers: Survey of 1 Corinthians.
Mean to You: Survey of the promises and commands found in 1 Corinthians.
ASSIGNMENT (for 1st day)
Read the Lead-in and write answers to question 1, including a through d.
16
Do question 2, including a, b, and c.
Write answers to questions 3 through 5.
1.	Discuss answers to question 1.
2.	Call attention to questions 4 and 5, and explain that in reading 1 Corinthians students are to look for promises and commands which they consider meaningful.
3.	Assign question 2 (the reading of 1 Corinthians) and allow part of class period to get started.
1.	Discuss 2b and construct on the board a consensus of the outline.
2.	Ask for responses to 2c.
1.	Share favorite promises orally.
2.	Share commands which can be claimed as promises.
3.	Encourage students to begin the memorization plan suggested in that last Optional Discussion item.
1.	a. He had admonished believers not to keep company with members who had returned to the immoral practices of the heathen.
b.	They asked for counsel about various matters, but said nothing about the grievous sins which existed among them.
c.	Members of the household of Chloe had come to Ephesus, and when Paul asked them about conditions in Corinth, they frankly told him of the problems which had arisen.
d.	Techniques used by Satan at Corinth included:
(1)	He caused some believers to backslide into the immoral customs of heathenism (AA 299:3; 303:2).
(2)	He brought false teachers in among the believers (AA 303:1).
(3)	He got one former convert to do even worse than the heathen (AA 303:2-304:0) .
(4)	He stirred up believers to go to court against one another (AA 304:1-306:1).
(for 2nd day)
(for 3rd day)
PRESENTATION (for 1st day)
(for 2nd day)
(for 3rd day)
SUGGESTED
ANSWERS
(Modern
Messenger)
17
Chapter 4 - Paul1 s concern for the Corinthians. Chapter 5 - Counsel about an erring member.
Chapter 6 - Lawsuits and immoral behaviour.
Chapter 7 - Questions about marriage answered. Chapter 8 - Food offered to idols.
Chapter 9 - Self-control in all things.
Chapter 10- Do all to God’s glory.
Chapter 11- The Lord’s supper.
Chapter 12- Spiritual gifts.
Chapter 13- Love the greatest gift.
Chapter 14- Speaking in tongues.
Chapter 15- The resurrection
Chapter 16- Collection for the saints at Jerusalem.
2. Jb.
c. Answers will vary.
(Bible Writers)
(Mean to You)
3.	Answers will vary.
4.	Answers will vary.
5.	Answers will vary.
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4.
Complete in Him
LESSON PURPOSE
To teach the doctrine of righteousness by faith, and to explain the steps by which one becomes a Christian.
(Note: This lesson is built upon Paul’s statement in 1 Cor. 1:30 that Christ is "our righteousness and sanctification and redemption." Optional Discussion provides opportunity to review the "steps" of salvation as presented in the book Steps to Christ. Probably most students will have studied these steps in Lesson 10 of Unit III of the Breakthrough With God course. It may be help-ful to take an extra day and reveiw these important concepts, particularly if you have new students who have not studied Unit III of Breakthrough With God.)
PERFORMANCE OBJECTIVES General:
Understands the doctrine of righteousness by faith. Explains how one becomes a Christian.
Specific;
OUTLINE
Lead-in: Significance of 1 Cor. 2:9, KJV.
Bible Writers: Righteousness by faith as introduced by 1 Cor. 1:30, KJV. Modern Messenger:	What faith in Christ can accomplish.
Mean to You: How faith is strengthened.
19
1.	Read the Lead-in and write answers to questions 1 through
3.
2.	Be prepared to discuss each of the Optional Discussion questions on page 21.
3.	Encourage participation in Optional Projects on page 23.
1.	Do numbers 4 through 11.
2.	Memorize the quotation from Ed 257 in number 7.
ASSIGNMENT (for 1st day)
(for 2nd day)
1.	Get student reaction to the Lead-in. Discuss the infinite worth of eternal life. Call attention to 1 Cor. 2:9
and review its twofold significance as brought out in the Lead-in.
2.	Place an outline of the chart on page 20 on the chalk-board or on an overhead transparency. Derive concensus answers from what students have already written.
3.	Discuss questions 2 and 3.
4.	Discuss concepts introduced in Optional Discussion questions on page 21. See Optional Discussion answers.
PRESENTATION (for 1st day)
1. Review the steps in becoming a Christian, which were dis-cussed on the previous day. Be sure that these are clear in mind.
2.	Call for reports on Optional Projects.
3.	Discuss numbers 4 through 11.
4. Drill the memory gem in number 7 from Ed 257.
5. Go over Optional Discussion questions as time permits.
(for 2nd day)
20
SUGGESTED	I.
ANSWERS (Bible Writers)
2.
3.
Optional	* An example of a transaction would be an exchange of your
Discussion	$5 bill for a New Testament belonging to a bookstore.
* In becoming a Christian, according to 2 Cor. 5:21, you exchange your sin for Christ’s righteousness.
Answers wi11 vary.
(NOTE: See 6BC on 1 Cor. 1:30). "Ye are complete in Him."
______________CHART OF KEY IDEAS ABOUT CHRIST_______________
1 Corinthians 1	1 Corinthians 2
Divisions at Corinth	Paul Preaches Christ
1-3	1-5
Christ calls us to be	Christ and Him crucified is
saints.	our message.
4-9	6-13
Christ calls us into	If the rulers of this world
fellowship with Himself·	had understood the wisdom of
____________________________ God they would not have
crucified the Lord of glory. 10-17	This wisdom God reveals	to
us through His Spirit
Christ is not divided; _____________________________________
there should be no divi-
sions among His followers.	14-16
Christ	gives us His mind
18-25	(understanding)
Christ is the source of true wisdom.
26-31
Christ is our wisdom, our righteousness, our sancti-fication, and our redemp-tion.
21
*	The steps which precede the actual transaction of be-coming a Christian are:
a.	Believe God loves you (Chapter 12 "God’s Love for Man").
b.	See your need of help (Chapter 2: "The Sinner’s Need of Christ").
c.	Approach Christ just as you are to ask for the gift of repentance (Chapter 3: "Repentance")·
*	The preceding three steps lead you into the actual transaction of surrendering your sinful heart to Christ in exchange for righteousness. Following this trans-action you will:
a.	Make right known wrongs as they are revealed to you.
b.	Grow through prayer, Bible study, and witnessing.
Reproduced next is the summary developed in Lesson 10 of "God’s Style of Life," which is Unit III of the Breakthrough With God course. Column 1 contains the steps; columns 2 and 3 summarize Bible and Ellen White statements supporting each of these six steps.
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STEPS TO CHRIST
Steps	Text	Ellen White Statement
1.	You believe that God	God gave us His	"The very first step in
loves you.	Son. (John 3:	approaching God is to know
16)	and believe the love that
He has to us" (MB 104, 105).
2.	You feel your need—	All have sinned.	"Our hearts are evil, and
sin has separated	(Rom. 3:23)	we cannot change them. . . .
you from God and	There must be a power work-
there is nothing	ing from within, a	new	life
you can do to save	from above, before	man	can
yourself.	be changed from sin to	holi-
ness" (SC 18).
3·	You approach Christ	I will arise	"If you see your sinfulness,
"just as you are"—	and go to my	do not wait to make yourself
enabling Him to give	father. (Luke	better. ... We must come
you repentance as a	15:18).	to Christ just as we are"
gift.	(SC 31).
4. You choose to re-	By receiving	״You cannot change your heart,
ceive Christ—	Christ we be-	you cannot of yourself give to
giving Him your	come God's	God its affections; but you
sinful heart, con-	son or daughter. can Α008β to serve Him> You
fessing your sins,	(John 1:12)	can give Him your wm״ (sc
and accepting His	47)e
righteousness.
5.	With His help you	We are to re-	"Our part is plainly set
make right any known	store what we	before us: . . .’Restore
wrongs, continuing	have robbed.	the pledge, give again
to confess and for-	(Ezek. 33:15)	that he had robbed’" (SC 39)
sake sin as it is
revealed.
6.	Continuing to rely	We are cruci-	Each morning consecrate
upon His righteous-	fied with	yourself to God. Abide
ness, you grow	Christ, and	in Christ, and work for
through prayer,	He then lives	Him. Look to Him and not
Bible study, fellow-	within. (Gal.	to the faults of others
ship, and witnessing.	2:20)	(see SC 70, 71).
23
(Modern	4.	"He died for us, and now He offers to take our sins and
Messenger)	give us His righteousness" (SC 62) .
5.	After we accept the righteousness of Christ by faith,
He works in us through His Spirit to change us. The results of this change are obedience and works of righteousness.
6.	The basis for a Christian1 s high standards is a love for Christ which leads them to aim for perfect con-formity with God's will.
7.	No.
8.	Memory gem: Ed 257.
(Mean to You)	9. By trusting in the merits of Christ we can have the
assurance of salvation now. As long as we trust in the merits of Christ we will never perish (PP 203) .
(NOTE: The word "merits" means goodness, worth, value· To rely on the merits of Christ is to accept Him as your Saviour and to depend on His goodness as the basis of your right to eternal life. Your right to eternal life equals the value of His goodness.)
10.	Faith is strengthened through God's word: "Faith ~ . . grows as exercised in appropriating the word of God.
In order to strengthen faith, we must often bring it in contact with the word" (Ed 253-4) .
11.	Answers will vary, but they should include the concept that complete trust in the merits of Christ is the basis of our hope. Satan's power will be broken in the lives of those who fully accept this truth.
24
5.
How Do You Tell?
LESSON PURPOSES
To study the argument Paul used in verifying his prophetic credentials, and show how all prophets should be tested.
PERFORMANCE OBJECTIVES General:
Knows Bible tests of a prophet.
Applies tests of a prophet to Ellen White. Specific:
OUTLINE
Lead-in: The need to test claims of prophets.
Bible Writers: Bible tests of a prophet.
Mean to You: Applying Bible tests of a prophet to Ellen White. ASSIGNMENT
1. Have your students read the Lead-in and write answers to questions 1 through 4.
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2.	Call attention to Optional Research. From each class arrange for at least one volunteer per project.
1.	Discuss the Lead-in. If possible find a current example which illustrates public interest in prophets, psychics, etc.
2.	Call for reports on Optional Research.
3.	Discuss questions 1 through 4.
4.	Discuss questions found in Optional Discussion.
5.	Ask students to underline the 4T 230 statement found on page 27.
6.	Ask for any questions students may have concerning the work of Ellen White; discuss these questions. (Note:
For background reading see T. H. Jemison, A Prophet Among You /־Mountain View, Calif.: Pacific Press Publishing Association, 1955]י chapters 12-15.)
PRESENTATION
1.	Spiritual gifts are given for the building up of the body of Christ—His church.
They will be needed until we all attain to the unity of the faith and fulness of Christ.
2.	a. By their fruits.
b.	Their prophecies of the future come to pass.
c.	They confess Christ.
d.	Their writings are in harmony with God's Word.
SUGGESTED ANSWERS (Bible Writers)
(Mean to You)	3. Answers will vary.
4. Possible answers include:
a.	Uplifts God’s law—In all the 25 million words written by Ellen White not one word weakens the authority of God’s law.
b.	Fulfilled predictions—Ellen White’s work was largely giving instructions rather than making predictions. Yet scattered throughout her writings are striking predictions that have been or are being fulfilled.
26
c.	By their fruits—Even critics of Ellen White acknowledge that a person who lives by the things he reads in her books would be a better person. Her own life was an outstanding example of godly living.
d.	Confesses Christ—Ellen White’s favorite subject was the life and teachings of Jesus. Her book The Desire of Ages is an illustration of the way she uplifted Christ.
27
6.
Taste for Yourself
LESSON PURPOSE
To introduce Testimonies for the Church, and to encourage students to read selections from Volume 2 of the Testimonies.
PERFORMANCE OBJECTIVES General:
Knows historical background of the Testimonies.
Applies principles which should govern a study of Ellen Whitefs writings. Appreciates the spirit of prophecy writings.
Specific:
OUTLINE:
Lead-in: Background of the nine volumes of Testimonies for the Church, and similariities between 1 Corinthians and Volume 2 of the Testimonies
Bible Writers: The place of reproof in Scripture.
Modern Messenger: Survey of Volume 2 of the Testimonies.
Mean to You: Principles for studying Ellen Whitefs writings.
ASSIGNMENT (for 1st day)
Read the Lead-in and write answers to questions 1 through 5.
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Write answers to questions 6 through 10.
If time permits take a third day on this lesson and ask each student to do the first Optional Project listed on page 33.
1.	Review the Lead-in, and make sure the students have grasped the material.
2.	Discuss questions 1 through 5.
3.	Get student reaction to the questions asked in Optional Discussion on page 31.
4.	Allow the last half of the class period as study or library time for students to begin writing answers to questions 6 through 10.
1.	Discuss questions 6 through 10.
2.	Give the latter part of the class period as study or library time to begin working on the following dayfs assignment.
1.	Call for reports.
2.	As a class, work on the second and third Optional Projects on page 33.
1.	In 1855 Ellen White was given a vision in which she was shown the needs of believers. The vision was written out and shared with the members of the Battle Creek church. It was then published as a 16-page pamphlet.
This testimony was followed by many others, and the counsel given between 1855 and 1868 was ultimately bound in the book now known as Volume 1 of the Testimonies. Between 1868 and 1909 eight more volumes were published.
2.	He wrote with anguish of heart and many tears. (In ΆΆ 322 Ellen White adds that after sending the letter he feared he had been too severe and waited "with trembling anxiety" to hear how his letter was received.)
3.	For teaching (the KJV says "doctrine”), reproof, correc-tionf training in righteousness.
4.	It led them to sorrow for sinf repentance, and zeal in making things right.
(for 2nd day) (for 3rd day)
PRESENTATION (for 1st day)
(for 2nd day)
(for 3rd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)
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*	When people want to improve, reproof doesn’t turn them away.
*	God rebukes those He loves. If He didn’t love us He wouldn’t bother to rebuke us.
*	Answers will vary.
*	David took reproof with a humble heart, and thanked his reprover. The PP 667 comment draws this lesson: ״There are many who, when they are reproved, think it praise-worthy if they receive the rebuke without becoming impa-tient; but how few take reproof with gratitude of heart, and bless those who seek to save them from pursuing an evil course.”
(Note:	If time permits place on the board or overhead
projector the preceding statement, and then discuss how we can develop a similar attitude toward reproof.)
5.	a. During the times of Vol. 1 the publishing work had
been solidified, the church had been organized, a system of finance had been established, and a health program had been launched.
jb. The dangerous trends coming into the church at the beginning of the period covered by Vol. 2 included:
(1) a growing love for the world, (2) a spirit of criticism coming into the church, (3) less inclination to help financially, (4) loss of youth to the ranks of Satan.
(NOTE: Compare these trends with present trends. Ask your students which ones they feel are problems currently.)
6.	The following letters and articles were written either to or about young people.
1,Pride in the Young"
"Responsibilities of the Young"
"A Birthday Letter"
"Self-deceived Youth"
"Letter to an Orphan Boy"
"Duty to Orphans"
"Moral Pollution"
"Sensuality in the Young"
"An Indulged Daughter"
(NOTE: List the preceding titles on the board, and encourage each student to read one or more of these as part of the Optional Project suggested on page 32.)
Optional
Discussion
(Modem
Messenger)
Eight are addressed directly to individuals, and two more
7.
while they do not have direct salutations to individuals, were given for the help of specific individuals. Thus ten of the thirteen were directed to individuals.
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8.	Answers will vary.
9.	Answers will vary.
10.	Answers will vary.
* List of compilations:
AH	CS	GW	2SM
CD	CSW	ML	Te
CG	CT	MM	TM
CH	CW	MYP	WM
ChS	Ev	SD
CM	FE	ISM
* Categories:
Life and Teachings of Christ: DA, COL, MB Commentary on the Bible: PP, PK, DA, AA, GC Health: MH, CH, Te, MM, CD Education: Ed, CT, FE The Home: AH, CG, MYP
(Note: The "Conflict of the Ages" set is generally thought of as Ellen White's commentary on the Bible. Other books which can also be considered as commentary include MB,
3SG, SR, and COL.
(Mean to You)
Optional
Projects
In addition to the three books for the home which are listed, the book MH contains seven chapters on the home·)
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Beauty in a Swamp?
LESSON PURPOSE
7.
To encourage youth to believe that they can live clean lives despite pressures from their surroundings.
PERFORMANCE OBJECTIVES General:
Explains central themes of 1 Corinthians 5 and 6.
Knows how to maintain purity of thought and action.
Specific:
Lead-in: Beauty in a swamp.
Bible Writers: The problem of fornication.
Modern Messenger: Counsel given by God concerning self-abuse. Mean to You: Avoiding defeat.
ASSIGNMENT (for 1st day)
1.	Read the Lead-in and write answers to questions 1 through 9.
OUTLINE
2.	Memorize 1 Cor. 10:13.
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3.	Be prepared to discuss Optional Discussion questions on page 38.
1.	Write answers to questions 11 through 17.
2.	Be prepared to discuss the Optional Discussion questions on page 40.
3.	Call attention to the Optional Research on page 40 and from each class try to get at least one volunteer for each project.
(for 2nd day)
1.	Ask students to write 1 Cor. 10:13 from memory.
2.	Discuss questions 1 through 9.
3.	Use last part of class as a study or library period during which students can begin working on questions 11 through 17.
(Note: Because of the nature of the topic it is impor-tant that students have opportunity to read for themselves in Volume 2 of the Testimonies. Encourage students to bring their own copy or a borrowed copy. Have as many copies as possible in the classroom for students to use. Through the reading assignment the Holy Spirit may accomplish a work that classroom discussion may not be able to achieve. For the 2nd day presentation if at all possible, secure a qualified resource person—doctor,
Christian psychiatrist, etc.—to discuss this topic. Acquaint him with the lesson assignment, so he can relate his presentation to the material the students have studied. If professional help is not available, you may wish to go to the next lesson. If not tactfully presented, this topic could cause negative reaction from students or parents. The written assignment gets students into a personal study of the problem, and if a professional pre-sentation is not possible, it may be better to eliminate extensive class discussion.)
PRESENTATION (for 1st day)
(for 2nd day)	1. See preceding note. If you have not been able to secure
a professional resource person, collect questions 11 through 17 as a written assignment, spend a few moments on the two Optional Discussion questions, call attention to the WORTH THINKING ABOUT statements, and then go to the next lesson. See note on page 38 for additional suggestion.
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1.	SUMMARY CHART OF 1 CORINTHIANS 5 AND 6
2.	A little leaven affects the whole lump.
3.	The church needed to show strong disapproval of the flagrant immorality being practiced by one of its members. Hopefully, this severe action would help the offender to realize that his eternal life was in jeopardy.
4.	All forms of impurity are fruits of selfishness. See the second MB 118 quotation on page 40 under ”Avoiding DefeatAsk students to underline the second and third sentences.
5.	Allow yourself to be defrauded rather than to take him to court.
SUGGESTED ANSWERS (Bible Writers)
1 Corinthians 5	1 Corinthians 6
A Problem With Immorality	Lawsuits and Immorality
1, 2 1-6
Paul reproves the Corinthians Paul reproves the Corinthians for a case of immorality worse for going to court against than that committed among the each other. heathen.
3-5	7, 8
The guilty one should be	It would be better to let
disfellowshipped·	yourself be defrauded than
to go to court.
6-8	9-11
A little leaven affects	Paul lists the kind of people
the whole lump.	who cannot inherit God’s
kingdom·
9-13	12-20
Do not keep company with a	Shun all immorality. Your
professed Christian who is	body is a temple for the
guilty of immorality, greed, Holy Spirit. reveling, drunkenness, or robbery.
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7.	People such as those listed in the chart can be changed. Many of the Corinthians had been that way, but had been washed, justified, and sanctified by Christ.
(NOTE: Washed means forgiven; justified means counted righteous by God; sanctified means that through the Holy Spirit a believer is growing more like Christ.
This truth should be emphasized: if Corinthian fornica-tors and thieves and drunkards could be transformed, so can people today with similar problems! See the reference to John Bunyan in COL 236.)
8.	"The body is not meant for immorality, but for the Lord"
(1 Cor. 6:13).
9.	Paul's six arguments against fornication are:
-	The body was made, not for immorality, but for the Lord (v. 13) .
-	In the resurrection we will have bodies like Christ.
The implication is that these bodies should be kept pure now (v. 14).
־■ The parts of a Christian's body are dedicated to Christ and should not be polluted (v. 15) .
-	Licentiousness has an immediate effect on the body itself (v. 18) .
־־ The body is a temple for the Holy Spirit (v. 19) .
-	Man does not belong to himself, but has been bought by Christ's blood (v. 19).
(NOTE: Some of the preceding statements overlap. Perhaps
6 ·
KJV	RSV	OTHER VERSION
fornicators	immoral	answers
idolaters	idolaters	will
adulterers	adulterers	vary
effeminate	homosexuals
abusers of	homosexuals
themselves
thieves	thieves
coveteous	greedy
drunkards	drunkards
revilers	revilers
extortioners	robbers
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the strongest emphasis should be given to the final three s tatements.)
10.	A memory verse.
11· The main emphasis in each of the four articles from
Volume 2 of the Testimonies dealing with purity is as follows:
a.	"Moral Pollution”—This article is about self-abuse, a sin practiced by many married men as well as by youth. The relationship of a simple diet to victory over sin is discussed.
b.	"Sensuality in the Young”—An appeal to parents whose children were practicing self-abuse. The relationship of this sin to diet and to association is discussed.
c.	”An Appeal to the Church”—This 60-page article, the longest in the Testimonies, is an appeal for moral purity. The closing pages show the relationship of health reform to victory over impurity.
d.	”An Indulged Daughter"—A letter of counsel to a girl who was corrupting her body by impure actions.
12.	Answers will vary.
13.	a. Her father had spoiled her with unwise attention and praise. Her mother had taken her part when she had been corrected by teachers or others (p. 558).
b.	At school this girl had been troublesome, impudent, defiant, immodest, bold, selfish, and proud. When corrected by her teacher, she had taken home exaggerated reports of the discipline. Her parents had sympathized with her, and had blamed the teacher (pp. 558, 559).
c.	She had been reading love stories and romances (p. 559) .
d.	Association with boys aroused "a tide of temptation” (p. 560) which tended to uproot principle, virtue, and modesty.
e.	"Passion and affection are powerful agents. If mis-applied, if set in operation through wrong motives, if misplaced, they are powerful to accomplish your ruin and leave you a miserable wreck, without God and without hope" (2T 561).
(NOTE: This lesson deals with serious problems, and some students, condemned by their consciences, may take it nega-tively. The preceding statement provides an opportunity to emphasize the positive. Self-abuse or premarital
(Modem
Messenger)
36
sexual involvement brings guilt and other evils. But sex, if saved for the marriage relationship, is a God-given blessing. It can be compared to fire. When properly controlled, fire provides warmth and blessing. When allowed to get out of control, it blackens and ruins.)
f.	Suggestions made to this indulged daughter:
(1)	Come to Jesus and learn of Him; become meek and lowly.
(2)	Seek a thorough conversion.
(3)	Resolutely discard all improper reading, and begin to read your Bible attentively.
(4)	Keep clear of the boys, and put all thoughts of marriage out of your head until you better under-stand its duties and burdens.
(5)	Develop an awareness of the fact that your heavenly Father sees every impure act; determine to keep your body holy.
(6)	Choose to give yourself completely to Christ.
(NOTE: Point out that Ellen White did not consider this girl’s case hopeless. Emphasize that through Christ victory over bad habits is^ possible.)
(Mean to You)	14. We need to develop an attitude of continuously shunning
the approaches to sin. We should "close every avenue by which the tempter may find access to Us" (MB 118) .
(NOTE: Ask students to read and underline the first MB 118 quotation on page 40·)
15.	The safeguards suggested by Phil. 4:8 would permit watch-ing, reading, or listening to that which is true, honorable, just, pure, lovely, gracious, excellent, and praiseworthy.
(NOTE:	Call attention to the final quality: praiseworthy·
Can you praise God for the books you are reading or the TV programs you have been watching? Are they praiseworthy?)
16.	Answers will vary.
17.	Sunniness of disposition.
(NOTE: This, too, helps to give a positive tone to the subject of purity· See discussion in RESOURCE MATERIALS entitled ,1The Way of Joy·״)
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RESOURCE	1. Magnitude of the Problem
MATERIALS
Satan has discovered that his most successful allurements are those which appeal to the physical nature of man.
Under an article entitled "Moral Pollution" in Volume 2 of the Testimonies the author reveals that self-abuse is frequently practiced even by married men. She wrote:
"Many cases have been presented before me, and as I have had a view of their inner lives, my soul has been sick and disgusted with the rotten-heartedness of human beings who profess godliness and talk of translation to Heaven.
I have frequently asked myself, Whom can I trust? Who is free from iniquity?" (2T 349).
Men and boys are not the only ones with this problem.
Under the heading "Sensuality in the Young" (2T 390-411) Ellen White wrote, "Young girls are not as a general thing clear of the crime of self-abuse. They practice it, and, as the result, their constitutions are being ruined. Some who are just entering womanhood are in danger of paralysis of the brain. Already the moral and intellectual powers are weakened and benumbed, while the animal passions are gaining the ascendency and corrupting body and soul. The youth, whether male or female, cannot be Christians unless they entirely cease to practice this hellish, soul-and-body-destroying vice" (2T 409, 410).
Because of the easy availability of pornographic liter-ature, and because of widespread knowledge of sexual perversions such as homosexuality, the pressure upon today’s youth is probably greater than at any time in history. In dealing with this problem we need to speak tactfully, as Ellen White does, and at the same time bring as much encouragement and hope as possible. See next RESOURCE item for specific suggestions.
2. Guarding against secret sin
Ellen White has written a great deal about self-abuse, especially in Volume 2 of the Testimonies. Some of her counsel was to parents. At other times her counsel was written directly to the youth involved, as in the letter to "An Indulged Daughter" (2T 558-565).
How can victory over this sin be gained? Consider the following suggestions:
1.	Remember that Jesus and His love are bigger than any of your problems.
2.	Get professional help; see a doctor or a psychologist or a qualified minister. Do not give up in despair.
3.	Stay busy. This is the most important human part of
the victory. Idleness encourages self ־־abuse (2T 349).
4.	Stay miles away from even the thought of self ־־abuse. Don’t think about it; don’t even pray about it. (Pray once, maybe, then forget it and let God keep His prom-ise.’)
5.	Eat a simple, healthful diet. Avoid flesh foood, spices, rich cakes and pies (2T 400).
6.	Do not eat between meals (2T 400).
7.	Keep away from love stories, novels, and all types of pornography (2T 410).
8.	When tempted, think of how terrible you will feel afterward, and how happier you are when you don’t do it. Don’t forget your goals. (What if you get married and still want to do it? Many people have this problem.)
9.	Remember that your heavenly Father sees all. ״Would you, in the presence of your father, perform an impure action? No, indeed. But you do this in the presence of your heavenly Father, who is so much more exalted, so holy, so pure2) ״T 564).
10.	Seek a new conversion experience (2T 562, 563).
(Note: If you were not able to secure a professional person to discuss this topic with your students, you may want to mimeograph the preceding ten suggestions to give to your students as you close this particular lesson.)
The way of joy
In several modern speech translations the word "blessed״ in the Beatitudes is translated "Happy." The sixth Beatitude reads, "Blessed fhappyj are the pure in heart, for they shall see God" (Matt. 5:8, KJV).
As everyone who indulges in self-abuse or fornication or any other type of impurity sooner or later discovers, there is no lasting happiness in that kind of life.
After King Solomon had indulged in every pleasure sin has to offer, he exclaimed, "As it happeneth to the fool, so it happeneth even to me" (Eccl. 2:15, KJV). "Gloomy and soul-harassing thoughts troubled him night and day. For him there was no longer any joy or life or peace of mind, and the future was dark with despair"
(PK 76).
The rewards of clean living are many. "They shall see God," Jesus promised in Matt. 5:8. "He who loves purity
38
39
of heart, and whose speech is gracious, will have the king as his friend" (Prov. 22:11).
But the rewards are not all future. "I came that they might have life,11 Jesus said, "and have it abundantly" (John 10:10). ,1No man can really enjoy life without religion. Love to God purifies and ennobles every taste and desire, intensifies every affection, and brightens every worthy pleasure. It enables men to appreciate and enjoy all that is true, and good, and beautiful"
(MYP 264).
Notice that the religion of Christ "purifies and ennobles every taste and desire.11 It also "intensifies every affection" and "brightens every worthy pleasure." The Christian enjoys life’s worthy pleasures more than the non-Christian. Even from the standpoint of finding pleasure, it pays to be a Christian!
40
8. Questions About Marriage
LESSON PURPOSE
To apply Paulfs counsel on marriage to the broken homes of today, and to help youth prepare for homes of their own·
PERFORMANCE OBJECTIVES General:
Understands key concepts of 1 Corinthians 7.
Identifies qualities of a good marriage partner·
Knows principles of success for marriage.
Specific:
OUTLINE
Lead-in: Historical background.
Bible Writers: An examination of 1 Corinthians 7·
Mean to You: Practical applications.
41
1.	Read the Lead-in and write answers to questions 1 through 13·
2.	Be prepared to discuss any two of the Optional Dis-cussions questions·
ASSIGNMENT
1.	Survey RESOURCE MATERIAL for an appropriate illustration with which to begin the discussion.
2.	Discuss questions 1 through 13.
3.	Discuss selected Optional Discussion questions.
PRESENTATION
Alternate Presentation: Select 5 young people from each class to develop and present a discussion in which all five members of the Smith family are drawn into a discussion of todayfs Bible lesson. The five partici-pants are:
Dad—a busy plant foreman.
Mom—a working housewife and mother.
Andy—an academy sophomore.
Sandy—Andy’s twin sister, also a sophomore.
Gene—an older brother who has graduated from college and who is planning to get married the following June.
The Smith family has finished supper and have gathered in the living room. For once neither Dad nor Mom have any appointments, and the twins have only light homework assignments. There is plenty of time for a good family dis-cussion. Andy begins by requesting, "Let’s read 1 Cor-inthians 7 tonight. We talked about that chapter in the Bible class today, and I still have some unanswered questions."
Dad asks the twins how they would like to conduct the dis-cussion. Sandi suggests to her dad that he start reading, and whenever anyone has a question they will stop him and ask it.
The five role players take it from there. Sandi and Andy should not only ask questions, but should bring out ideas they have discovered from studying the lesson and from their class discussion at school.
1.	In their letter to Paul the Corinthian believers had asked questions about marriage, and in 1 Corinthians Paul answers these questions.
2.	When the divine principles are recognized and obeyed, marriage:
SUGGESTED
ANSWERS
(Bible
Backgrounds)
11-EBT-II
42
a.	Guards the purity and happiness of the race.
b.	Provides for man's social needs.
c. Elevates man physically, intellectually, and morally.
d.	Js a foretaste of heaven.
3.	Husband and wife should not refuse each other marriage privileges except by mutual agreement.
4.	Marriage is for life, and anyone who divorces his mate and remarries is guilty of adultery.
Remarriage is permitted only when one's partner dies or has committed adultery.
5.	If the unbeliever is willing to stay with the partner, do not seek a separation. But if the unbeliever wants to depart, let him depart.
6.	Answers will vary.
(Bible Writers)
*	Answers will vary. See GC 569:3 for comments about the heart־sickening austerities Rome imposed on her adherents. ״The church-yard," Ellen White observes, "contains millions of victims who spent their lives in vain endeavors to subdue their natural affections" (GC 570). See also AH 121 for further comments about celibacy.
*	Answers will vary. For discussion of both views see the SPA Bible Commentary, Vol. 6, page 717.
*	Answers will vary. See the SPA Bible Commentary on 1 Cor. 7:32 for an appropriate comment. To have small children to care for during the time of trouble will be difficult, and as the end draws near, young couples might be wise to forbear having children. There is a promise in Isa. 40:
11,	however, which those with infants can rely upon.
*	Answers will vary.
*	The AH 343 and 344 references show that sometimes separation is the only-solution to a bad situation.
*	IPaill8ך*י statement in 1 Cor. 7:10, 11 forbids remarriage
in such a case (unless, of course, the unbelieving companion remarries, which would then permit the believer to also remarry).
*	The counsel on AH 344 suggests that a husband with an
Optional
Piscussion
43
unbelieving wife ״must abide with her unless she chooses of herself to depart." The exception to this would be in cases where the believing partner is being subjected to harsh, dictatorial oppression. See the AH 343 section entitled "To a Hopelessly Mistreated Wife.11
*	The AH 345 reference asks, "If your dispositions are not congenial, would it not be for the glory of God for you to change these dispositions?"
*	The AH 346 reference suggests that when one marriage partner has committed adultery, the innocent party is not obligated to seek a divorce. It may be much better, especially if there are children, to try to save the marriage.
(Mean to You)	7. Reasons why people are not waiting include:
a.	The minds of people are constantly exposed to sex in advertising, entertainment, etc.
b.	The pill lessens fear of pregnancy.
c.	Many have cast off the restraints imposed by the ten commandments.
The penalties which accompany premarital sex include:
a.	Ά nagging sense of having done wrong.
b.	Subconscious emotional scars.
c.	You have stolen from the honeymoon experience.
d.	Less likelihood of a happy marriage.
e.	Loss of fellowship with God.
f.	Loss of eternal life unless repentance is experienced. 8. Things which cause marital unhappiness include:
a.	Leaving God out.
b.	Immature behavior.
c.	Lack of practical training—fellows unprepared to earn a living, girls ignorant of housekeeping.
d.	Debt and extravagance.
e.	Overemphasis on sex.
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f.	Neglecting to continue the early attentions.
g.	Sloppy personal habits.
h.	Alcohol.
(NOTE: You may choose to illustrate one or more of the preceding causes for discord. The following figures, from a study by Taylor Bunch in his book Secrets of a Happy Marriage, p. 79, illustrate the first of these causes, namely, leaving God out.
National average—1 divorce in 4 marriages [1 in 3 in 1971].
For those who attend church together—1 in 57 marriages.
For those who pray together daily—1 in 500 marriages.
In AH 120 is this comment, "Christ abiding in the heart of the wife will be at agreement with Christ abiding in the heart of the husband.")
9.	You can prepare for a home of your own by:
a.	Faithfulness to duty in your present home.
b.	Practicing self-denial, kindness, courtesy, and Christian sympathy in your present home.
10.	Qualities a young woman should look for:
a.	Purity and manliness.
b.	Diligence, honesty, aspiration.
c.	Evidence that he loves and fears God.
Qualities a young man should look for:
a.	Fitted to bear her share of lifes burdens.
b.	An influence that will ennoble and refine.
c.	Will make him happy in her love.
11.	Answers will vary.
Problems for the child when one parent is not a Christian often include:
a.	Parental disagreement over religion, church school, and tithing.
b.	Family worship with only one parent or perhaps not at all.
12.
45
c.	Conflicting standards for diet, recreation, etc.
d.	Confusion as to what to believe.
A teen-ager can best relate to these problems by developing a conscience of his own, and then following it regardless of what non-Christian family members may do or say.
(NOTE: A divided home has many spiritual hazards, especially for smaller children. If a teen-ager does develop his own convictions, however, and then lives by them, the trials can make him all the stronger. For a teen-ager in a divided home these words are especially true:	"Each must come to Christ with his own soul
hunger, each must have his own convictions, feel his own soul’s need, and learn of Christ for himself”
(Our High Calling, 209).
13. Problems for the child when parents get a divorce generally include:
a.	Torn loyalities.
b.	Inability to concentrate on schoolwork.
c.	Loneliness.
d.	Adjustment to a stepparent if there is a remarriage.
A teen-ager whose parents separate must develop a steady experience with Christ if he is going to survive spiritually. As far as possible he needs to avoid taking sides, and should give respect and love to both parents.
(NOTE:	Since almost every class will have students from
broken homes, guide this discussion carefully. Do not wound sensitive students whose parents are separated.
Do all you can to give them courage. Emphasize the Our High Calling 209 statement included in the answer to question 12.)
1.	The secret of marital harmony
"Christ abiding in the heart of the wife will be at agreement with Christ abiding in the heart of the husband" (AH 120).
2.	Influence of a Christian home
Elder Η. M. S. Richards on a Voice of Prophecy broadcast, told of the influence which his Christian home had had upon him as a child.
RESOURCE
MATERIALS
46
"As the speaker of this broadcast, I can never tell you all that home has meant to me. First of all, there were the love and care and example of my father and mother; kind words, care day and night, and love shown in actions and expressed in words. In our home there was little money but lots of love; not much furniture, but a great deal of affection; not many dishes, but a good many books. The pictures on the walls were painted by mother herself.
"Then there was the family worship every morning—how can my brother and I ever forget those times? The Fri-day evening worship at the beginning of the Sabbath, and those wonderful Sabbath days when we would hear dear father preach, and then mother would always have some-thing special for dinner! We loved to see the Sabbath come. The least I can do is to thank God for placing me in such a home."
Elder Richards told also of the impressions made upon him by the Christian home of both sets of grandparents. His grandfather on his motherfs side of the family had been a pioneer in the early days of the West, and a man of God. "What days we had with him on the farm and in the mountains!" he said. "What deep impressions we received as we saw him read the Scriptures silently to himself with tears trickling down his cheeks!"
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9. "Swifter, Higher, Stronger"
LESSON PURPOSE	----
To help youth make practical application of Paul’s counsel on temperance and self-control·
PERFORMANCE OBJECTIVES General;
Understands principles of temperance and self-control.
OUTLINE
Lead-in: Historical background·
Bible Writers: Paul uses Olympics to illustrate the Christian race. Modern Messenger: Research into selected area of temperance.
Mean to You: Personal application.
ASSIGNMENT
Read the Lead-in. Write answers to either questions 1-6 or question 7. (Note: Encourage about half the class to do questions 16־, and the other half to do question 7; through the reports and presentation students will have opportunity to consider the total lesson. With question 7 try to get at least one student
Specific:
48
for each of the research projects. Question 8, an evaluation question, can be assigned after the class discussion.)
1.	Review the Lead-in.
2.	Discuss questions 1 to 6. Allow students who did question 7 to write in answers to questions 1 to 6 as each is dis-cussed.
3.	Invite those who wrote question 7 to give brief oral reports about their findings.
1.	Contestants in the Olympic races put aside "harmful indulgence of appetite, or any other gratification that would lower mental or physical vigor" (AA 309). So should Christians.
Contestants underwent careful training. So should Christians.
Contestants sought the prize of an olive branch. The Christian seeks the prize of eternal life.
2.	Firm self-control, strict temperance, and unflagging zeal in the service of Christ.
3.	Olympic contestants received a perishable wreath; the Christian an imperishable crown.
4.	Answers will vary.
5.	”To beat back by severe discipline the desires, impulses, and passions” (AA 314).
6.	Paul wants to make sure that after preaching to others he does not himself lose the prize of eternal life. Adventist youth need the same concern.
7.	Answers will vary.
8.	Answers will vary.
1. Definition of temperance
”True temperance teaches us to dispense entirely with everything hurtful, and to use judiciously that which is healthful" (PP 562).
PRESENTATION
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)
(Modern
Messenger)
(Mean to You)
RESOURCE
MATERIALS
49
2. Importance of eating habits
"There are few who realize as they should how much their habits of diet have to do with their health, their charac-ter, their usefulness in this world, and their eternal destiny. The appetite should ever be in subjection to the moral and intellectual powers. The body should be servant to the mind, and not the mind to the body" (PP 562).
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10.
"A Heart Like Thine"
LESSON PURPOSE
To strengthen the desire for purity of heart.
PERFORMANCE OBJECTIVES General:
Evaluates influences which lead to impurity. Applies safeguards which prevent being overcome. Specific:
OUTLINE
Lead-in:	The context for Paul’s words in 1 Corinthians 10 regarding clean
living.
Bible Writers: Paul discusses Old Testament examples which illustrate the need for self-control and purity.
Modern Messenger: Lessons from Israel’s apostasy at the Jordan.
Mean to You: Practical applications.
ASSIGNMENT
Read the Lead-in. Write answers to either questions 1-4 and 6-9, or to ques־־ tions 5-9. All should do number 10. (Note: You may want to assign half the class to take the first option, and the other half the second. Through class discussion students will have opportunity to consider the total lesson.)
51
Still another option for an assignment would be to have one or more students prepare to discuss the Optional Discussion questions on page 53 instead of doing either of the above assignments.)
1.	Summarize the Lead-in·
2.	Discuss questions 1-4. Allow students who did questions 5-10 to write in answers to questions 1 to 4 as each is discussed.
3.	Discuss question 5. Allow students who did questions 1-4 to write in answers to question 5.
4.	If any students elected to do the Optional Discussion questions provide them an opportunity to share their conclusions.
5.	Review 1 Cor. 10:13 as a memory gem (learned previously in Lesson 7). Then drill and/or ask the class to write the GC 622 memory gem.
6.	If time permits discuss WORTH THINKING ABOUT. If there is not sufficient time for discussion, have students at least underline the last two sentences of the CT 257 quotation and whatever they consider to be the key sentence in the PP 421 quotation.
1.	Paul’s remarks in 1 Cor. 9:24-27 about self-control are an appropriate introduction to 1 Corinthians 10 because in this chapter Paul specifically writes about sexual purity—the area where self-control is particularly difficult for many adolescents.
PRESENTATION
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)
2. _____________________________________________________________
1	Cor.	10:6	Desire for flesh food	Num.	11:4, 34
1	Cor.	10:7	Golden calf experience	Ex. 32:4, 6
1	Cor.	10:8	Apostasy at the Jordan	Num.	25:1-18
1	Cor.	10:9	Fiery serpents punish	Num.	21:5, 6
1	Cor.	10:10	Rebellion at borders	Num.	14:2
of promised land
or	or
Rebellion after Korah is Num. 16:41, 49 swallowed by earthquake
52
3.	Answers will vary.
4.	Answers will vary, though most students probably will select either 1 Cor. 10:13 or 1 Cor. 10:31.
5.	a. Answers will vary.
b.	Satan will redouble his efforts to get people to fall through "sensual indulgence" (PP 457) .
c.	Answers will vary, but should include (1) avoid reading, seeing, or hearing that which suggests impurity, (2) pray earnestly and watch unceasingly, and (3) give diligent study to God1 s word.
*	Satan’s "most successful” technique for alluring Christ’s followers into sin is to lead them to unite with the ungodly and join with them in their amusements.
*	The conclusion drawn from 1 John 2:15 and James 4:4 is this: "The followers of Christ are to separate themselves from sinners, choosing their society only when there is opportunity to do them good. We cannot be too decided
in shunning the company of those who exert an influence to draw us away from God. While we pray, ’Lead us not into temptation,’ we are to shun temptation, so far as possible" (PP 459).
*	The five-word law of the mind is: "By beholding we become changed" (PP 459).
*	Answers will vary. Safeguards could include:
(1)	Never plan a party at which Christ would not be a welcome Guest.
(2)	Never plan any kind of party game in which Christ could not participate.
*	Answers will vary.
6.	The most effective motivation is love for Christ.
(NOTE:	"Those who feel the constraining love of God,
do not ask how little may be given to meet the require-ments of God; they do not ask for the lowest standard, but aim at perfect conformity to the will of their Redeemer. With earnest desire they yield all" iSC 457 ·)
7· The reasons so many supposedly strong leaders fell into immorality include the following:
(Modem
Messenger)
Optional
Discussion
(Mean to You)
53
a.	Unwholesome surroundings.
b.	Life of ease. "Their life of ease and inaction pro-duced its demoralizing effect; and almost unconsciously to themselves, they were departing from God, and coming into a condition where they would fall an easy prey to temptation" (PP 453, 454).
c.	Watching heathen festivities. "They ventured upon the forbidden ground, and were entangled in the snare of Satan. Beguiled with music and dancing, and allured by the beauty of heathen vestals, they cast off their fealty [loyalty] to Jehovah" (PP 454)
(NOTE: A vestal is a virgin dedicated to a heathen god.)
d.	Wine. "As they united in mirth and feasting, in-dulgence in wine beclouded their senses, and broke down the barriers of self-control. Passion had full sway" (PP 454).
8.	It is possible to resist sin and to avoid becoming so conditioned to sin that it no longer appears sinful. In PP 460 is this suggestion on how to resist such condition-ing. "Those who would not fall a prey to Satan’s devices must guard well the avenues of the soul; they must avoid reading, seeing, or hearing that which will suggest impure thoughts."
9.	When Paul penned 1 Cor. 10:13 evidently he was thinking primarily of the lusts of the flesh.
10.	Memory gem: GC 622.
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11.
One in the Spirit
LESSON PURPOSE
To evaluate the gifts of the Spirit in 1 Corinthians 12 through 14·
PERFORMANCE OBJECTIVES General:
Knows the central theme of 1 Corinthians 12 and 14.
Understands the Bible teaching concerning the gift of tongues. Evaluates gifts of the Spirit.
Specific:
OUTLINE
Lead-in: Discussion of false and true revivals and glossolalia.
Bible Writers: Study of 1 Corinthians 12 through 14.
Modern Messenger: Discussion of tongues in Acts 2, 10, and 19; study of Ellen White statements about ecstatic utterances.
ASSIGNMENT (for 1st day)
Read the Lead-in and write answers to questions 1 through 7. Be prepared to discuss any one of the Optional Discussion questions on p. 58. (Note: Encourage several to do one of the Optional Projects on p. 58).
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Write answers to questions 8 through 18· Be prepared to dis-cuss any one of the Optional Discussions on page 60· (Note: In each class try to get a report on each of the Optional Projects.)
1.	Summarize the Lead-in· Call attention to the GC 464 pre-dictions·
2.	Discuss questions 1 through 7.
3.	Call for Optional Discussion and for any Optional Project reports completed.
1· Discuss questions 8 through 18.
2. Call for Optional Discussion and for Optional Project reports.
1.	Answers will vary.
2.	The prediction of Joel 2:28, 29 about the outpouring of God's Spirit.
3.	There will be among God's people "a revival of primitive godliness as has not been witnessed since apostolic times" (GC 464). Before the time for such a movement shall come Satan will try to prevent it by introducing
a counterfeit. In this counterfeit there will be an emotional excitement and a mingling of the true with the false.
4.	Revivals should be tested by God's word and by their fruits. "Wherever men neglect the testimony of the Bible, turning away from those plain, soul-testing truths which require self-denial and renunciation of the world, there we may be sure that God's blessing is not bestowed" (GC 464, 465) .
5. Problems had arisen at Corinth with the gift of tongues.
6. a. Paul introduced the subject of spiritual gifts so the
Corinthians would not be uninformed.
(NOTE: In verse 2 Paul implies that when the Cor-inthians were heathens, they did not understand how the Holy Spirit worked. Actually spirits of devils were leading them. [See also 1 Cor. 12:10.7 As Christians they must be able to discern the leading of God’s Spirit.)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)
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b.	In his list of gifts in 1 Cor. 12:28-30 the gift of tongues is placed last.
c.	Paul’s chief concern was for unity.
(NOTE: The only way that this unity can be obtained is through the leading of the Holy Spirit. Notice the number of times the Holy Spirit is referred to in verses 3 through 12.)
7.	a. The "more excellent way" is love.
b.	Both prophecy and tongues will pass away, but love will endure.
c.	A memory gem: 1 Cor. 13:4-7.
*	Answers will vary.
*	Answers will vary.
*	Christ demonstrated that it is possible to keep from becoming irritable no matter how annoying the circumstances. One of the best ways of avoiding irritability is by main-taining good habits of diet and health. Some of the causes of irritability listed in the Comprehensive Index to the Writings of Ellen G. White under the heading "Irritability״ are coffee, tea, eating between meals, fiery condiments, sweets, a disordered stomach, and tobacco.
*	The kind of love described in 1 Corinthians 13 is the fruit of having Christ within.
(Note: "Looking unto Jesus we obtain brighter and more distinct views of God, and by beholding we become changed. Goodness, love for our fellow men, becomes our natural instinct" [COL 355J.)
8.	a. Answers will vary. The emphasis is on orderliness in worship rather than the theology of tongues.
b. Three rules which should restrict the use of tongues in a church service are:
(1)	Let only 2 or 3 speak at a service.
(2)	Let each speak in turn.
(3)	Provide an interpreter.
Optional
Discussion
9.	In Acts 2:1-11 the gift was the ability to speak in foreigr languages. See verses 6-11.
(Modern
Messenger)
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Ellen White says that the gift in Acts 2 was the ability to speak in a foreign language.
(NOTE: "Every known tongue was represented by those assembled· This diversity of languages would have been a great hindrance to the proclamation of the gospel; God therefore in a miraculous manner supplied the deficiency of the apostles. The Holy Spirit did for them that which they could not have accomplished for themselves in a life-time. They could now proclaim the truths of the gospel abroad, speaking with accuracy the languages of those for whom they were laboring. This miraculous gift was a strong evidence to the world that their commission bore the signet of Heaven. From this time forth the language of the disciples was pure, simple, and accurate, whether they spoke in their native tongue or in a foreign language" [AA 39, 407.
The preceding statement shows that the ability to speak other languages accurately was a permanent gift—not one bestowed for a short time only.)
In Acts 11:17 Peter describes the gift in Acts 10 as "the same gift" that was given on the Day of Pentecost.
An important principle of Bible interpretation is that when a passage of Scripture is unclear that passage should be compared with other passages on the same topic. Since the manifestation in Acts 2 and 10 was the ability to speak foreign languages, we would expect the same type of gift in Acts 19 unless the context indicated something new was being introduced.
To qualify them to be missionaries at Ephesus.
(NOTE: Ellen White affirms that the gift of tongues of Acts 19 was the ability to speak foreign languages. She writes:	"As Paul ’laid his hands upon them,’ they received
also the baptism of the Holy Spirit, by which they were en-abled to speak the languages of other nations, and to prophesy. Thus they were qualified to labor as missionaries in Ephesus and its vicinity, and also to go forth to pro-claim the gospel in Asia Minor" [AA 2837·)
Corinth, like Ephesus, was a large commercial center.
The believers at Corinth would need the ability to speak foreign languages just as much as the believers at Ephesus.
When ecstatic utterances appeared among Adventists in 1863 Ellen White said, "Such gifts are manufactured by men and women, aided by the great deceiver" (IT 412) .
Many who are led to attend holiness meetings lack peace and joy in their own experience, and are attracted to a
10.
11.
12.
13.
14.
15.
16.
58
religion they think may supply that lack. This lack can and should be supplied when along with the law we also preach faith and the love of Christ. Holiness meetings cannot supply this lack because they do not present both faith and the claims of the law—and "neither can be rightly understood without the other" (Ev 599) .
17.	There is no safety in attending holiness meetings or any other glossolalia meetings where God’s law is opposed.
(NOTE: By attending such meetings we place ourselves where we may become 1*charmed with the sentiments of those who break the law of God** /Έν 599].)
18.	Ellen White predicts that the events of Pentecost will be repeated. "Then, as at the Pentecostal season, the people will hear the truth spoken to them, every man in his own tongue" (6BC 1055).
*	If the glossolalia movement becomes a means for uniting the churches , it could help prepare the way for the fulfillment of Revelation 13 and GC 588, where a union
of spiritualism, Catholicism, and Protestantism is predicted.
*	Answers will vary.
*	Answers will vary.
*	A genuine baptism of the Spirit consists of God’s sanctifying presence in our lives. This can be received daily. "Morning by morning, as the heralds of the gospel, kneel before the Lord and renew their vows of consecration to Him, He will grant them the presence of His Spirit, with its reviving, sanctifying power" (AA 56).
*	As a result of the baptism predicted in EW 33 God’s people will go forth and proclaim the Sabbath "more fully."
Glossolalia advocates always equate a baptism of the Spirit with ecstatic utterances. The baptism mentioned in EW 33 is for a significantly different purpose—the proclamation of the Bible Sabbath. Most glossolalia advocates do not even recognize the Bible Sabbath—‘much less proclaim it.
1.	Gift of languages in the early church
Within the early church the gift of speaking foreign languages was evidently more widespread than Acts 2, 10, and 19 indicate. Ellen White states:
Optional
Discussion
RESOURCE
MATERIALS
59
1,In the primitive church, missionaries were miracu-lously endowed with a knowledge of the languages in which they were called to preach the unsearchable riches of Christ" (CT 515).
2.	SDA’s and ecstatic experiences
A series of articles on ecstatic experiences in early Adventist history appeared in the Review and Herald beginning March 15, 1973. There were four such instances, three of which were witnessed by Ellen White. In the second article of this series the following significant statement was made:
"There is no record of Ellen White’s giving explicit support to, or placing her endorsement upon, these ecstatic experiences with unknown tongues, although she was an eyewitness to three of the four. She probably was silent as she watched with interest the developments in the instance of Brother Rhodes. Even the speaking in tongues by Brother Ralph failed to convince her. She was later shown that a person’s thinking and his feelings have a large influence on such experiences."*
*Arthur L. White, "Bible Study Versus Ecstatic Experiences," Review and Herald, March 22, 1973 (Washington: Review and Herald Publishing Association, 1973), p. 8.
(See the entire series of articles for resource materials.)
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12.	Three-gun Salute —and Then?
LESSON PURPOSE
To consider evidences of Christ’s resurrection and to establish firm confidence that through Christ we too will come forth from the grave.
PERFORMANCE OBJECTIVES General:
Knows historical basis for faith in Christ’s resurrection.
Demonstrates hope in personal bereavement.
Specific:
OUTLINE
Lead-in:	The question: 1,After death, what?" Evidences of Christ’s resurrection.
Bible Writers: Paul’s remarks in 1 Corinthians 15 about the resurrection.
Modern Messenger: Visualizing the resurrection described in Great Controversy. Mean to You: Comfort during bereavement.
ASSIGNMENT
Read the Lead-in and write answers to questions 1-9. Be prepared to discuss an Optional Discussion question of your choice. (Note: Try to get persons from each class for each of the Optional Projects.)
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1.	Summarize the Lead-in, especially the five lines of evi-dence which support Christ’s resurrection.
2.	Discuss questions 1 to 9.
3.	Call for Optional Discussion and/or Optional Projects reports.
PRESENTATION
2.	The resurrected body will be imperishable and immortal. Personal identity will be preserved.
(NOTE: See the SPA Bible Commentary on 1 Cor. 15:35-50 regarding the type of body which the resurrected righteous will have.)
3.	a. "Chirst died for our sins" (1 Cor. 15:3).
SUGGESTED ANSWERS (Bible Writers)
I. ___________________________________________________________
Death is	v. 6—"Some have fallen asleep"
a	w. 18, 20—Paul again speaks of those
sleep	who have fallen asleep.
At death we	w. 12-18—Without a resurrection those
go to the	who have "fallen asleep" "have
grave rather	perished"—i.e. are in the grave to
than to hea-	stag·
ven or hell
Paul believed v. 22—Paul refers to Adam as an histor-
the creation	ical person.
story of Gen-
esis 1 and 2
to be a liter-
al account
Paul believed v. 21—Paul's statement "by a man in a literal	came death" shows that Paul believed
fall of man in	the	Genesis account of a literal
Eden	fall. In verse 22 he mentions Adam
by name.
The coming of	w.	51-55—At the sound of a trumpet
Christ is not	the	dead will be raised. There
a secret rap-	is nothing secret about the blowing
ture	of a trumpet.
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b.	God gives us victory through Christ (1 Cor. 15:57).
c.	In the Lord your labor is notin vain (1 Cor. 15:58).
4.	Memory gem: 1 Cor. 15:57, 58.
5.	Reports will vary.
6.	To realize that death is like a sleep, without an aware-ness of passing time, makes it more like saying "good-night" rather than "good-bye."
7.	Firm confidence in Christ’s resurrection helps you to know that because He lives you and your loved ones can live also.
8.	This perishable body is to be replaced with an immortal body, and this body subject to sin and weakness will become "perfect, beautiful, immortal" (GC 645).
9.	Answers will vary.
*	Answers will vary. Often comfort is unspoken. If appropriate, the idea that death means only "good-night״ and not good-bye could be mentioned.
*	Answers will vary. The assurance of your prayers and love would probably mean the most.
*	See SPA Bible Commentary, Vol. 6, p. 1093.
*	The loss of a loved one should make us more kind and gentle, and probably will unless we become bitter about our loss.
1. What can be done for the bereaved?
The following talk was given by Mrs. Genevieve Johns at Andrews University shortly after the death of her husband,
Dr. Alger Johns. Parts of her talk are based on thoughts from the book by Granger E. Westberg, Good Grief (Philadel-phia: Fortress Press, 1962).*
״Grief is something we all experience throughout our lives. We usually think of it in connection with death, but quite naturally we grieve over the loss of anything important— job, boyfriend, girl friend, home, material comforts, affec-tion of children, etc. Does a person’s faith have anything to do with the way he grieves over whatever he loses?
Faith plays a major role in grief of any kind, but not in the way some people think. They often have the idea that a person with strong faith does not grieve. He is
(Modern
Messenger)
(Mean to You)
Optional
Discussion
RESOURCE
MATERIALS
63
above that sort of thing. Moreover, these people imply that religious faith advocates stoicism. They quote the two words from Scripture, ,Grieve not* and forget to quote the rest of the phrase—״Grieve not as those who have no hope.1
"There are good ways and bad ways to grieve, and this is where your religious faith makes the difference—it does not keep you from grieving. Grief is a natural part of human experience. We face minor grief almost daily in some situation or another. Jesus wept—He was able to and wanted to express the feelings within Him. The Scriptures, both Old and New Testaments, see grief as normal and potentially creative. Handling grief in the right way can make you a much stronger person. If you are able to maintain some kind of relationship with God through regular worship and fellowship with people in the church who really care about you, then you can look upon the grief struggle as a growth experience which actually deepens faith. Job of old, who was beset on all sides, refused to give up his basic faith. Through the centuries people who have been able to face grief in the knowledge that God still cares about them have said that grief can be counted among the great deepening experiences of life. This I can testify to personally.
"Having experienced deep grief so recently, I would like to point out some of the stages a grieving person goes through. This knowledge in turn can help you in relating to someone who is grieving. There are different degrees of reaction, but these are the basic reactions.
"Stage One: This is a state of shock and you are tempor-arily anesthetized. This we can be most grateful for.
The shock stage, or counter shock, may last anywhere from a few minutes to a few hours to a few days. If it goes on for weeks then it is unhealthy. Shock is a temporary escape from reality and as long as it is tern-porary it is good. It is good for the grieving person to keep fairly busy and continue to carry on as much of the usual activities as possible during the period of crisis. It is certainly not good to have someone take over completely at such a time and make all the decisions. Well-meaning relatives and friends might hinder the grief process by forcing the person to sit inactively by. In the old days when surgical patients were coddled and required to stay in bed several days after surgery, it had the effect of requiring a much longer period for him to make his comeback. The same is true with grief. The sooner the person has to deal with the immediate problems and make decisions again, the better. To sum up: Be near the person and available to help, if everything breaks down, but normally do not take away from him the therapeutic value of doing every-thing he can for himself.
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11Stage Two: We express emotion, and this is exactly what we ought to do. We have been given tear glands, and we are supposed to use them when we have good reason to.
Our society has tended to stifle emotion. Little boys are not supposed to cry so at 38 when some great loss is suffered, he cannot cry, and this makes it more difficult for him. Scriptures clearly show that when great calamities came to the hardy men of faith, they wept bitterly. Some will be too embarrassed to grieve openly, but they ought to go off by themselves and let their grief take its natural course in any of a variety of ways. Night after night I went to sleep with a wet bedsheet around my neck, and many is the time I dashed to the rest room at work to weep convulsively.
11Stage Three: We feel depressed and very lonely. Very often at this time the person will feel as though God is no longer in His heaven, and as if God does not care.
One of the most helpful things we can do for a friend at such a time is to stand by him in quiet confidence and assure him this too shall pass. He will not believe us at first, he will tell us we do not know what we are talking about, and he may even ask us to leave. But he usually does not mean it. If he discovers that our concern for him is genuine, then the quiet assertion of our own con-fidence in God’s continuing care and concern for him will assist tremendously in his recovery. How I longed for the phone to ring during this period. Just to hear someone say ”1 was just wondering how you are getting along,” meant so much.
”Stage Four: We may become panicky. We get to worrying about mental health. We wonder why we cannot concentrate.
We try so hard to get our minds off the subject, and perhaps for a moment or two we can be distracted from our worries, but soon we are right back again where we started.
I was sure at times I was losing my mind, and it really troubled me. I couldn’t remember things I would read—
I would do things and completely forget I had done them.
If I had been aware at the time that that is one of the tricks grief plays on our minds, I would have accepted it and not have been so troubled by it, but I didn’t realize this until quite sometime after. So you can help by assuring the person that this is normal and it too shall pass.
”Stage Five: We may experience physical symptoms of dis-tress. Hostility, feelings of guilt, all intertwined with grief can cause psychosomatic illness which naturally seems very, very real.
”Stage Six: We feel a sense of guilt about the loss. When we lose a loved one through death, it would be hard to conceive of any of us who had lived closely with the depar-ted one who would not feel guilty about some of the things
65
we did not do for this person when he was alive or the things we did do that hurt him. The mature religious person has experienced the remarkable sense of release that comes when he admits his guilt in the prayer of confession. He knows about the divine gift of forgive-ness and acceptance so he need not fear admission of guilt. Contrite confession of real guilt is a part of every worship service. We all have need to say, ’Have mercy upon me, 0 God, Create in me a clean heart, 0 God, and renew a right spirit within me.’ Unresolved guilt and misunderstood emotions of this type can make us miserable for years. We should not be afraid to talk about our feelings of guilt with those who have been trained to help us when the going gets rough.
"Stage Seven: We are filled with hostility, resentment, and anger—a part of normal grief. These feelings are not to be encouraged, but if they are there, they can be recognized as normal. Resentment is not a healthy emotion, and if allowed to take over, it can be very harmful, yet it is a normal part of the grief process.
If the person is aware of this, when it comes, it can be wrestled with, and by the grace of God, it can be overcome.
11Stage Eight: Return to usual activities, and this is made difficult because the American way of life makes it difficult for us to grieve about any loss in the presence of other people. We are forced to carry all the grief within ourselves. We offer our sympathy to our grieving friends immediately after their loss has occurred, but from then on we say in effect, "Now, let’s get back to business as usual again." I felt this keenly. I wanted so to talk about my husband at times but the reaction I got from others made it so difficult. People seemed not to want to say anything for fear of reopening the wound or something, whereas in reality it is such a wonderful feeling to know that someone still remembers him. Don’t be afraid to help keep the memory of a loved one alive and show concern.
"Stage Nine; Hope comes through. The great majority of us need to express our emotions and need the warm affec-tion and encouragement of those about us. As we are the recipients of such affection, it makes it easier for us to sense that life can be meaningful again.
״Stage Ten; We readjust to reality. When we go through any significant grief experience, we come out of it as different people—we are never our old selves again. At the time of a great loss, people who have a mature faith give evidence of their ability to have communion with God. They grieve deeply over their loss but they are able to have an inner tranquillity with the knowledge that they still have not lost everything and they have God on whom to rely.
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1,We are living in the land of the enemy so we are all subject to experiences of grief· The greatest comfort I received was from persons who had had similar experiences. The expression of sympathy from persons I had never met were especially comforting. Dick Barron died just a few days before my husband. In August, when I was feel-ing at about ray lowest ebb, I got a lovely sympathy message from Mrs. Barron. I had never met her. I res-ponded, naturally, and just writing the response did something for me. The words of the song, ״Pass It On״ kept going through my mind, and I kept looking for oppor-tunities to pass along a word of comfort whether I knew the person or not. The responses were so rewarding.
״The other day I met a lady in a dress shop who told me she had been a widow for eight years. We compared notes briefly, and even though she seemed like a very cheerful person, she revealed how very lonely she really was. She mentioned how her friends were all married and she felt like such a fifth wheel and how she longed for a single woman to go out and eat with once in a while. I plan to invite her soon. I pray that the Lord will help me to be alert to the needs of others. Each of us has had experiences that enable us to be of help to someone else having a similar experience if only we can keep alert to the promptings of the Holy Spirit. I am so thankful for the many who took the time to speak or write a word of comfort to me, and especially for the exchange of sympathy which has led to my newfound happiness and the prospects of establishing a new home soon.״ *
*Talk given by Mrs. Genevieve Johns, Andrews University, January 1972. Used by permission.
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13.
Summing It Up
LESSON 1
1.	"The Corinthians had become conspicious, even among the heathen, for their gross immorality. They seemed to have little thought or care beyond the pleasures and gaieties of the hour” (AA 244). This influence made Corinth a difficult place in which to establish a church.
2. See SUGGESTED ANSWERS, Lesson I, number 1 under ”Bible Writers."
3.	At Athens Paul met logic with logic, science with science, philosophy
with philosophy. His arguments were unanswerable, but few accepted the gospel. At Corinth Paul avoided elaborate arguments and in simplicity pointed men and women to Christ as the Saviour of sinners. At Corinth a large church was established.	(See AA 244, 245 and MH 214).
4.	We can keep our ardor for Christ from growing cold by keeping our eyes upon the cross.
LESSON 2
5.	See SUGGESTED ANSWERS, Lesson 2, number 2 under "Bible Writers."
6.	Unless the sinner develops new tastes, new interests, new motives, he would not be happy in heaven. It would be to him a place of torture.
7.	The character trait lying at the root of most of our spiritual problems is selfishness.
8.	It is not natural for the sinner to enjoy spiritual things; the mind must be trained to find delight in spiritual exercises. This requires concentration and earnest effort.
LESSON 3
9.	The Corinthian letters were written to help people who lived in <3 morally
rotten society, as we do today. The Corinthians needed "a deeper experience in the things of God” (AA 307)—as we do today.
10.	The Corinthian church had been established by Paul on his second missionary journey. During his third journey, while working at Ephesus, Paul learned of the problems which had developed at Corinth, and wrote 1 Corinthians as a letter of counsel and encouragement.
Answers will vary. See SUGGESTED ANSWERS, Lesson 3, number 2.
11.
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12.	The promise in 1 Cor. 2:9 has a twofold application—to the rewards of the future life, and to the spiritual treasures which through the Holy Spirit can be ours in this life.
13.	According to 1 Cor. 1:30 Christ is made our righteousness. If in our unworthiness we will rely on Christ’s merits,
we can have eternal life. To rely on Christ’s merits is to give ourselves to Christ in full surrender and accept His character (righteousness) to stand in place of our character.
(NOTE: The promise in PP 203 is, "None will ever perish while they do this·")
14.	The religion that is ”worth nothing" is the kind that seeks to perform the duties of the Christian life "as that which God requires ... in order to gain heaven"
(SC 44) .
(NOTE: See WORTH THINKING ABOUT.)
15.	When Christ dwells in the heart we will not ask how little may be given to meet the requirements of God; we will
not ask for the lowest standard, but aim at perfect conformity to the will of Christ.
(NOTE: See SC 44, 43 statement quoted in WORTH THINKING ABOUT.)
16.	The "more than this" which follows justification is a changed heart.
(NOTE: See SC 62 statement quoted in WORTH THINKING ABOUT.)
17.	Paul answered the criticism he had received from some of the Corinthians by pointing to his manner of life among them. He did not become dependent on them financially. His work bore fruit in changed lives.
18.	Harmony with the teaching and testimony—Isa. 8:16-20 By their fruits—Matt. 7:20.
Fulfilled predictions—Jer. 28:8, 9.
Confesses Christ—1 John 4:1-3.
19.	The "lesser light" is the writings of Ellen White. The "greater light" is the Bible.
(NOTE: See WORTH THINKING ABOUT, "Four basic tests," number 1.)
20. See pages 30 and 31 of the student’s materials.
LESSON 4
LESSON 5
LESSON 6
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21. See comparison on page 31 of student materials.
22. The Scriptures were given for doctrine, for reproof, for correction, for training in righteousness. The Testimonies are basically for the same purpose.
23.	See 2T 6, 7 where the following dangerous trends are mentioned:
a.	Spirituality in the church.
b.	Love of the world.
c. Spirit of criticism.
d. Spirit of greed—giving decreased.
e.	Youth leaving the church.
24.	Personal letters were published so that others with similar problems could benefit from them.
25.	(NOTE: See page 33 of A Closer Walk for a list of the principles which should govern our study of Ellen White’s writings.)
26.	Truths from 1 Corinthians 5 and 6 which can help you
to live a clean life include:
a.	Do not associate with people whose minds or habits are evil. "A little leaven leavens the whole lump" (1 Cor. 5:6).
b.	Remember that you can be washed, sanctified, and justified through Christ (1 Cor. 6:11). Let Him cleanse your life and keep it clean.
c.	Remember that your body is a temple of the Holy Spirit (1 Cor. 6:19, 20).
27.	The indulged daughter was counseled to:
a.	Cease daydreaming and castle-building.
b.	Control her thoughtsf affections, and passions.
c.	Cultivate modesty.
d.	Avoid novels and similar types of reading.
e.	Study her Bible.
f.	Avoid spending time with boys until more ready to consider marriage.
LESSON 7
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g.	Yield herself to Christ and seek a new conversion.
28.	The Greek word translated "shun" or "flee" in 1 Cor.
6:18 indicates continuous action—i.e., a habitual attitude of shunning. The Christian is to continuously shun or flee impurity. He does not linger to contemplate sinful allurements.
29.	Sunniness of disposition.
30.	The only Biblical justification for divorce and re-marriage is adultery.
31.	You can prepare for a home of your own by:
a.	Faithfulness to duty in your present home.
b.	Practicing self-denial, kindness, courtesy, and Christian sympathy in your present home.
32.	A young man should look for these qualities in a pros-pective wife:
a.	She is fitted to bear her share of life's burdens.
b. Her influence will ennoble and refine him.
c. She will make him happy in her love.
33.	A young women should look for these qualities in a prospective husband:
a.	Pure, manly traits of character.
b.	Honesty, diligence, and aspiration.
c.	Love and reverence for God.
34.	Answers will vary.
35.	Five Old Testament incidents to which Paul refers in 1
1 Corinthians 10 are:
a.	Demand for flesh food (Hum. 11:4, 34).
b.	Golden calf experience (Eccl. 32:4, 6).
c.	Apostasy at the Jordan (Num. 1:1-18).
LESSON 8
LESSON 9 LESSON 10
Complaining brings fiery serpents (Num. 21:5, 6).
d.
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e. Rebellion at borders of promised land (Num. 14:2).
or
Rebellion after Korah was destroyed (Num. 16).
36.	The Patriarch and Prophets chapter entitled "Apostasy at the Jordan" is a discussion of the story recorded in Numbers 25. The first part of the chapter relates the story of 23,000 Israelite men who were enticed to commit adultery, and explains some of the causes which led to this apostasy. The latter part of the chapter is
a discussion of lessons we can learn from this experience.
37.	Safeguards which can help keep us from being overcome by impurity include:
a.	Avoid reading, seeing, or hearing that which suggests impurity.
b.	Earnest prayer and unceasing watchfulness.
c.	Diligent study of God’s word. 1
38.	The gifts of the Spirit are given to unify the church and to help its members grow to spiritual maturity in Christ.
39.	In Paul’s list of spiritual gifts the gift of tongues is placed last.
40.	Key purposes of each of the three chapters in Paul’s discussion of spiritual gifts
1 Cor 12—to emphasize unity.
1 Cor. 13—to show the preeminence of love.
1 Cor. 14—to encourage orderliness in worship.
41.	Answers will vary. Possible applications include:
a.	Elimination of a "me-first" attitude.
b.	Not becoming provoked, irritable, or touchy.
c.	Never being rude.
d.	Showing kindness to all.
e.	Being hopeful and patient.
42.	Acts 2—Luke specifically mentions that when the apostles spoke each listener "heard them speaking in his own language" (Acts 2:6). He then lists 16 different nationalities who heard in their own tongues "the mighty
LESSON 11
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works of God" (Acts 2:11).
Acts 10—In Acts 11:17 Peter states that in the outpouring of the Spirit recorded in Acts 10 God gave "the same gift" He had given on the Day of Pentecost.
Acts 19—The gift of tongues in Acts 19 is not defined, but nothing is mentioned to indicate it was anything different from Acts 2 and 10. If Acts 19 were merely an ecstatic utterance instead of foreign languages, it would have been decidedly different from the previous manifestations.
(NOTE: In AA 283 Ellen White affirms that by this baptism of the Spirit the believers at Ephesus "were enabled to speak the languages of other nations." Ephesus was a commercial center, and this gift qualified them "to labor as missionaries in Ephesus and its vicinity, and also to go forth to proclaim the gospel in Asia Minor.")
43.	Ellen White called the outbreak of glossolalia in 1863 "an unmeaning gibberish . . . which is unknown not only by man but by the Lord and all Heaven" (4T 412). She stated that "such gifts are manufactured by men and women, aided by the great deceiver" (IT 412) .
44.	Ellen White counseled against attending holiness meetingst because of the danger of becoming "charmed with the sentiments of those who break the law of God" (Ev 599) .
45.	If the glossolalia movement leads to a union of churches it could be one of the agencies Satan uses to bring about united opposition to God9s law and those who
obey it as predicted in Revelation 13.
46.	Revivals must be tested by God’s word and by their fruits. "Wherever men neglect the testimony of the Bible, turning away from those plain, soul-testing truths which require self-denial and renunciation of the world, there we may be sure that God’s blessing is not bestowed" (GC 464).
LESSON 12	47. See page 64 of "A Closer Walk" for a summary of the five
lines of evidence which support the resurrection of Chirst.
48. Six doctrines mentioned in 1' Corinthians 15 are:
a. Death is a sleep—I Cor. 15:6, 18, 20.
b.	At death we go to the grave—1 Cor. 15:12-18.
Paul believed the creation story of Genesis 1 and 2 to be a literal account—1 Cor. 15:22.
c.
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d.	Paul believed in a literal fall of man in Eden—
1 Cor. 15:21.
e.	The second coming of Christ is not a secret rapture, but will be an event seen by all—1 Cor. 15:51-55.
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14.
Lifework: Ambassador
LESSON PURPOSE
To develop the concept that the Christian is an ambassador.
PERFORMANCE OBJECTIVES General;
Understands what it means to be an ambassador for Christ.
Specific:
OUTLINE
Lead-in:	Background of 2 Corinthians and introduction of the concept that
a Christian is an ambassador for Christ.
Bible Writers: Reading of 2 Corinthians 1-7.
Modern Messenger: Reading and discussion of the Acts of the Apostles material on 2 Corinthians.
Mean ,to You: A personal evaluation by students of their present witness.
ASSIGNMENT
Read the Lead-in and 2 Corinthians 1 through 7; write answers to questions 1 through 4. Bring Acts of the Apostles to class.
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PRESENTATION	1. Review Lead-in and collect questions 1 through 4 for
grading.
2. Allow class time to read the Acts of the Apostles chapter entitled "The Message Heeded," then as a class answer questions 5 and 6. Call attention to the questions for reflection in number 7.
1.	Paul wrote 2 Corinthians to express his joy over the acceptance by believers at Corinth of his earlier letter, 1 Corinthians. Also, he wished to give further counsel and encouragement.
2.	The Christian, like an ambassador to another nation, is to represent his government. He is to support the interests and dignity of God1 s government, and convey the messages Heaven sends.
3.	Paul was especially anxious that the Christians at Corinth live exemplary lives because Corinth was a large commercial center and their influence would be far־ reaching.
SUGGESTED
ANSWERS
(Bible
Backgrounds)
4.	a. Answers will vary.
b.	Students1 answers will vary. Below is a suggested
list of qualifications of a Christian ambassador
as illustrated in the life of Paul.
(1)	Comforts others (2 Cor. 1:4-6).
(2)	Loves his converts and is concerned for their spiritual progress (2 Cor. 2:4).
(3)	Feels his own insufficiency and trusts God for his efficiency (2 Cor. 2:14-17) .
(4)	Is bold, hopeful, courageous (2 Cor. 3:12; 4:1; 5:6, 8).
(5)	Renounces trickery and dishonesty (2 Cor. 4:2).
(6)	Looks beyond present afflictions to eternal things (2 Cor. 4:17, 18) .
(7)	Is motivated by Christfs love (2 Cor. 5:14).
(8)	Urges men to be reconciled to God (2 Cor. 5:11, 18-20; 6:2).
(9)	Rejoices in the spiritual progress of his converts (2 Cor. 7:9-13).
(Bible Writers)
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5.	a. Answers will vary.
jb. Paul's humanness is shown in his anxiety over how his letter would be received 2 Cor. 2:12, 13,)/ his feeling of human weakness (2 Cor. 2:16), and his joys (2 Cor. 7:9-13).
c.	Answers will vary.
d.	God works through instruments so His name alone can be glorified.
6.	Answers will vary. The ambassador would probably be
dismissed by his home government.
(Modem
Messenger)
(Mean to You)
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15.	The Perfume of Influence
LESSON PURPOSE
To awaken a stronger realization of the power of personal influence on others.
PERFORMANCE OBJECTIVES General;
Recognizes the importance of influence.
Explains how we can keep our influence positive. Specific:
OUTLINE
Lead-in:	Introduction to the subject of influence.
Bible Writers: Review 1 Corinthians for statements on influence.
Modern Messenger: Discussion of comments from Christ,s Object Lessons on influence.
Mean to You: Personal application.
ASSIGNMENT
Read the Lead-in and write answers to questions 1 through 4. Be prepared to discuss orally either one of the Optional Discussion questions.
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1.	Call attention to the picture on page 75 and the COL 340 statement below it.
2.	Discuss questions 1 through 4.
3.	If time permits, share RESOURCE MATERIALS entitled "Your Own Business Only."
PRESENTATION
I. Situations in the church at Corinth in which Paul could have been thinking of the wrong influence of believers include:
a. 1 Cor. 1:10-17 - Dissensions in the church.
b. 1 Cor. 5:1-13 - Man living in sin with his step-mother.
c.	1 Cor. 6:1-8	- Christians taking one another
to court.
d.	1 Cor. 6:15-20 - Fornication.
e.	1 Cor. 8:1-13; - Eating food offered to idols. 10:1-14; U:l
f.	I Cor. 11:2-16 - Dress in church.
g.	1 Cor. 11:17-34- Conduct at Lord’s supper.
h.	1 Cor. 14:1-40 - Disorder in worship.
2. a. Life-giving: faith, courage, hope, love
Negative:	discontent, selfishness, cherished sin
(COL 339).
b.	Every person with whom we come into contact is either consciously or unconsciously affected by the atmos-phere which surrounds us (COL 339).
c. Words, acts, dress, deportment, expression on the face (COL 339).
d. "The silent witness of a true, unselfish, godly life carries an almost irresistible influence" (COL 340).
e.	״,To lose one’s own soul is a terrible thing; but to cause the loss of other souls is still more terrible" (COL 340).
f.	When we commit our ways to God at the beginning of the day angels are appointed to watch over us and "if we put ourselves under their guardianship, then
in every time of danger they will be at our right hand.
SUGGESTED ANSWERS (Bible Writers)
(Modern
Messenger)
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When unconsciously we are in danger of exerting a wrong influence, the angels will be by our side, prompting us to a better course, choosing our words for us, and influencing our actions" (COL 341, 342) .
(Note: After sharing "Your Own Business Only?" from RESOURCE MATERIALS, invite students to suggest possible solutions. These solutions could be listed on the board for additional discussion.)
* To live as Paul lived—abstaining from anything that might cause another person to stumble—would not turn Christianity into a long list of "donfts." Paul had a deep appreciation for the sacrifice of Christ, and a keen awareness of the value of a person won to Christ.
When love for Christ controls an individual, he scarcely notices the restriction included in careful living.
The truest joy and greatest freedom comes from living in a way you know God approves. True joy cannot come from the so called freedom which permits you to live in a way that might cause others to stumble.
RESOURCE	1. Youth's influence on other youth
MATERIALS
"There is no other class that can do as much good as young men and young women who are consecrated to God.
The youth, if right, could sway a mighty influence. Preachers, or laymen advanced in years, cannot have one-half the influence upon the young that the youth, devoted to God, can have upon their associates" (MYP 204).
2. Your own business only?
As we learned earlier, the Lord often sent counsel to individuals through Ellen White. On one occasion she was called upon to give messages to some men whose example was hindering what God would like to do for the church. She wrote:
(Mean to You)	3. Answers will vary. One loss which can never be regained
will be the opportunities for influencing others to Christ which you could have utilized during that time.
4. Answers will vary.
Optional	* How an individual lives affects more than the witness of
Discussion	that individual. It either strengthens or weakens the
witness of the entire church. See RESOURCE MATERIALS entitled 1,Your Own Business Only?"
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"A holy God will not bring out souls to the truth, to come under such an influence as has existed in the church· Our heavenly Father is too wise to bring souls into the truth to be molded by the influence of these men who are unconsecrated in heart and life” (4T 238)·
In another message, entitled "Dishonesty in the Church," she again emphasized the importance of the influence of individual church members, and said:
"The influence most to be feared by the church is not that of open opposers, infidels, and blasphemers, but of inconsistent professors of Christ. These are the ones who keep back the blessing of the God of Israel, and bring weakness upon the church, a reproach that is not easily wiped away" (4T 493).
On still another occasion this message was given:
"The Lord does not now work to bring many souls into the truth, because of the church members who have never been converted, and those who were once converted but who have backslidden. What influence would these un-consecrated members have on new converts? Would they not make of no effect the God-given message which His people are to bear?" (6T 371).
We are sometimes tempted to say, "What I do is my own business!" But if we profess to be a church member, itfs not just our own business. By our example we will either be strengthening the witnessing power of the church, or we will be weakening it.
Achan probably considered his action at Jerico entirely his own affair. His sin, however, brought defeat to an entire nation. Ellen White makes this comment:
"If when Achan yielded to temptation he had been asked if he wished to bring defeat and death into the camp of Israel, he would have answered, ,No, no! is thy servant a dog that he should do this great wickedness? י But he lingered over the temptation to gratify his own covetousness, and when the opportunity was presented he went farther than he had purposed in his heart.
It is exactly in this way that individual members of the church are imperceptibly led on to grieve the Spirit of God, to defraud their neighbors, and to bring the frown of God upon the church" (4T 492, 493).
Whatfs the solution to this problem of a weakened witness?
How do you help an inconsistent believer to realize the damage he is doing? How can you know whether your
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example is hurting the witness of the church? What changes do we need to make so that God can work to bring more people into the church? How can these changes be made?
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16.
Staying Ready
LESSON PURPOSE
To find in Paul’s attitude toward death help both in getting ready and in staying ready to meet death.
PERFORMANCE OBJECTIVES General:
Summarizes Bible teachings concerning human frailty. Knows how to be ready for death.
Specific:
OUTLINE
Lead-in: A discussion of the uncertainty of life.
Bible Writers: How to become a new person in Christ.
Mean to You: Coming ,’just as we are” and then through Christ staying ready. ASSIGNMENT
Read the Lead-in and write answers to questions 1 through 11.
PRESENTATION
1.	Summarize Lead-in. Call attention to and underline appropriate portions of the ChS 41 quotation.
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2.	Discuss questions 1 through 9. (Note: In the Optional Discussion section of Lesson 4 on page 21 of A Closer Walk you probably reviewed how a person becomes a Christian and noticed related answers in this teacher’s manual. If time permits review the "steps" to Christ which were discussed at that time.)
1.	The references which most clearly show human frailty include the following:
a.	Because of the dangers he encountered in Asia Paul 11despaired of life itself" (2 Cor. 1:8).
b. We have this treasure in earthen vessels (2 Cor. 4:7).
c. We live in constant danger of death (2 Cor. 4:11, 12) .
d.	Our outer nature is wasting away (2 Cor. 4:16).
e.	The things that are seen are transient (2 Cor. 4:18).
f.	Paul compares our body to an earthly tent, and compares death to nakedness (2 Cor. 5:1-6).
Additional references which mention death include these:
g.	Our influence can be a savor of life or of death (2 Cor. 2:15, 16).
h.	Jesus was raised from the dead and someday will raise us (2 Cor. 4:14).
i.	Christ died for all (2 Cor. 5:14).
(NOTE:	The purpose of this question is to note Paul’s
obvious emphasis on human frailty, as reflected in examples
a.	through f. Since the question calls for any reference to death, alert students will also include examples g. through
i.	Examples h. and i. can be used to show that while we are subject to frailty, through Christ there can be victory over frailty and death.)
2.	James compares the frailty of human life to a morning mist. Isaiah compares it to the grass of the field.
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)	3. Selections will vary. Call attention to the Living Bible
paraphrase of 2 Cor. 6:2 if students don't include it. Read 2 Cor. 6:1, 2 aloud to share the context.
(NOTE:	The importance of being ready not getting ready
is implied in this verse. See also Matt. 24:44.)
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4.	In the transaction which makes him a Christian the sinner gives a sinful heart and receives in return the righteous-ness of Christ.
(NOTE: Review the SC 62 paragraph quoted on page 23 °f A Closer Walk» under the heading "How you may be ,accounted righteous.י”)
5.	The born-again Christian is described as ”a new creation” (2 Cor. 5:17).
6· A Christian is transformed into Christ’s likeness by ”beholding” Christ—studying His life, meditating upon His words, copying His example.
(Mean to You)	8. If Satan tells you that you are too terrible a sinner to
ask for help tell him: "I know I am a sinner. If I were not, I could not go to the Saviour; for He says, '1 came not to call the righteous, but sinners to repentance״
[Mark 2:17]. And because I am a sinner I am entitled to come to Christ. I am sinful and polluted, but He suffered humiliation and death, and exhausted the curse that belongs to me. I come. I believe. I claim His sure promise,
9Whosoever believeth in him should not perish, but have everlasting life9 [John 3:16]״ (ISM 325).
9. If a sinner was taken to heaven unchanged, he would nnot be happy in God1 s presence;19 heaven would be "a place of torture,99 and he would 99welcome destruction."
10. The things that would have caused so many church
members in 1893 to be unready for sudden death include:
a.	professedly serving God, but more earnestly serving mammon
b.	a half-and-half work
c.	an unsubdued, unrefined spirit
d.	worldliness
e.	lustful practices
f.	full of deception These things can be overcome by:
a.	a 100% surrender to Christ (2 Cor. 5:14)
b.	accept Christ9s forgiveness and righteousness (2 Cor. 5:18-21)
c.	a decided turning away from worldliness (2 Cor. 4:1, 2).
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d.	live no longer for oneself but for Christ (2 Cor. 5:15)
(NOTE: See answers to numbers 4, 5, 6, 8, and 9 for additional ideas related to victory over sin.)
II.	Satan constantly presents allurements intended to induce us to break our tie with Christ.	"Here is where we need
to watch, to strive, to pray, that nothing may entice us to choose another master; for we are always free to do this״ (SC 72) .
1. Fear of dying
A teen-ager girl wrote to a counselor that she had a terrible fear of death. A few months previously a friend had lost her sweetheart in a car accident. It was a boy the letter writer had seen only two or three times and barely knew. Yet after he was killed, she could scarcely eat or think straight for weeks.
This girl also kept imagining that she had all sorts of fatal diseases, although she had never been seriously ill.
If you were the counselor, what would you have written to this girl?
RESOURCE
MATERIALS
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17. How Different Is Different?
LESSON PURPOSE
To show that being different from the world is an honor and privilege, and that God abundantly blesses when His children live by the standards of His word.
PERFORMANCE OBJECTIVES General:
Knows examples of worldliness from Bible history.
Recognizes the benefits of accepting Godfs standards.
Uses principles gained from this lesson to help meet pressures from the world or from peer groups.
Specific:
OUTLINE
Lead-in:	Introduction to the questions: "How separate is separate? How
different is different?"
Bible Writers: Bible examples which illustrate the success which attended the witness of God's people when they were separate from the world, and the failure which resulted when they became like the world.
Mean to You: Examination of the effects of worldliness on our witness, and discussion of how to cope with pressures to sin.
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Read the Lead-in and do exercise number 1.
Write answers to questions 2 through 12, and be prepared to discuss one Optional Discussion question.
1.	Summarize the Lead-in.
2.	Call for oral reports.
1.	Ask for and summarize any conclusions drawn from previous day’s reports.
2.	Discuss questions 2 through 12.
3.	Discuss Optional Discussion questions.
Alternate Presentation; Conduct a panel discussion in which students evaluate previous day’s reports, and then discuss issues raised in questions 2 through 12 and in the Optional Discussion questions.
1.	Ora 1 reports.
2.	a. Selections will vary.
b.	Since we have the promises (that God will be a Father to us and we can be His Sons), we should cleanse our-selves from every defilement of body and spirit.
3.	Memory gem: 2 Cor. 6:17, 18.
4.	Answers will vary. The most striking example of failure was probably the Israelites during the time of Samuel.
The most striking success was probably Daniel and his friends in Babylon.
5.	Most people admire a person who has convictions and lives by them. Often they wish that they had the courage to
do the same.
6.	Answers will vary. Perhaps many will mention that when Adventists were not totally surrendered their witness was ineffective.
7.	”The reason we have had so little influence upon unbeliev-ing relatives and associates is that we have manifested little decided difference in our practices from those of the world" (FE 289) .
ASSIGNMENT (for 1st day)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED ANSWERS (Bible Writers)
and
(Modern
Messenger)
(Mean to You)
8.	"When we reach the standard that the Lord would have us
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reach, worldlings will regard Seventh-day Adventists as odd, singular, strait-laced extremists” (FE 289).
Living by the Bible standard will help our witness. The 1894 message to students at Battle Creek pointed out that we cannot have a strong influence for Christ when there is little noticeable difference between us and the world. Daniel and his friends are an example of living in con-formity to God’s will. They did not go along with the crowd, and God gave a witness through them more effectively than had been given previously by an entire nation of compromising Israelites.
Generally, the pressure hardest to meet is that which comes from those who profess to be Christians.
(NOTE: A student who had gone to public school most of her life came to an Adventist college. Her standards for music, dress, etc. were Christ-centered. When she tried to give a witness in favor of high standards, fellow students sometimes would tell her, "But I'm an Adventist, and I listen to hit music. Ifm a Christian, and I wear mod clothes." She found this kind of pressure more difficult to meet than pressures from non-Christian friends.)
The best way to handle pressure to do wrong is to exer-cise your God-given right to say "No.” Think through ahead of time the standards which you are determined to live by, cling to Christ for support, and then live by these standards. Satan can entice, but can’t compel.
He can distress, but he can’t contaminate. Rely on 1 Cor. 10:13 as God’s promise to preserve you.
The four pressures for wrong doing are:
a.	The allurements of pleasure
b.	The fickleness of custom
c.	The contempt of the world-loving
d.	The heart’s own clamors for self-indulgence
Answers will vary as to which of these four exerts the greatest influence toward wrongdoing.
The secret of remaining firm is to "let the truth for this time be cordially received and become the basis of charac-ter" (5T 43) .
When Christ was a teen-ager young friends "pronounced Him narrow and straitlaced" because of His conscientious scruples against entering into some forbidden act of mis-chief or wrongdoing (DA 89).
10.
11.
12.
Optional
Discussion
9.
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*	It is still true that some will avoid a committed Christian and others will seek his presence.
*	If you are never asked, *1Why be so different?" it may be that you are generally going along with the crowd.
*	When Jesus was asked, 11Why are you determined to be so different?" He generally referred to the standards of God’s Word.
*	Being different does not mean being obnoxious. We can be different, yet be courteous, pleasant, and cheerful.
*	The witness of many Christians today is weak for the same reason as at Battle Creek College. For evidence, look around you. Notice the extent to which we have adopted the world’s customs, fashions, and tastes.
1.	The greatest folly
"Never does man show greater folly than when he seeks to secure acceptance and recognition in the world by sacri-ficing in any degree the allegiance and honor due to God. When we place ourselves where God cannot co-operate with us, our strength will be found weakness" (7T 151).
(Note: You may wish to mimeograph PP 603:3 and PP 607:1, give a copy to each student for their notebooks, and have them underline and discuss the sentences which illustrate the preceding truth.)
2.	A definition of worldliness
The meaning of worldliness can be found in 1 John 2:16: "For all that is in the world, the lust of the flesh and the lust of the eyes and the pride of life, is not of the Father but is of the world." Worldliness is character-ized by the lust of the flesh, the lust of the eyes, and the pride of life.
Ruth Paxson defines these three things as follows:
"Anything which feeds or pampers the flesh, the animal part of man, whether it results in gross sensuality, or in taking the bloom from heart purity, or merely in soft self-indulgence and self-ease, is worldliness. Anything that stains the heart, soils the hands, stings the conscience and separates one from the joy and sweetness of communion with Christ, is worldliness. It is ’the lust of the flesh.’
RESOURCE
MATERIALS
"Any thing that caters merely to the fashions of this world, that stimulates desire for possession and property, that aims merely to please men and gain their approval, that
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keeps the eyes fixed on the lowlands instead of on the heights, on the seen rather than on the unseen, anything that puts a cloud between Christ and the Christian and shuts Him out from one’s vision is ’the lust of the eyes.’
”Anything that exalts self, that fosters pomp and pride, that clips the wings of the soul so that it grovels in the dust of the earth instead of soaring heavenward, that sets the affections upon the wealth, the fame, the honours of earth rather than upon the treasures of Heaven, that robs the Christian of his possessions and privileges in Christ, is ’the pride of life.’”*
*From LIFE ON THE HIGHEST PLANE by Ruth Paxson, pages 198, 199· Copyright 1928· Moody Press, Moody Bible Institute of Chicago. Used by permission.
3.	The benumbing influence of worldliness
”The church has received warning after warning. The duties and dangers of God’s people have been plainly revealed. But the worldly element has proved too strong for them. Customs, practices, and fashions which lead the soul away from God, have been for years gaining ground, in defiance of the warnings and entreaties of the Holy Spirit; until at last their ways have become right in their own eyes, and the Spirit’s voice is scarcely heard. No man can tell how far he may go in sin, when once he yields himself to the power of the great deceiver. Satan entered into Judas Iscariot, and induced him to betray his Lord. Satan led Ananias and Sapphira to lie to the Holy Ghost. Those who are not wholly consecrated to God may be led to do the work of Satan, while yet they flatter themselves that they are in the service of Christ" (5T 103).
(Note:	Compare the preceding statement with Rev. 3:17,
18.	Discuss the eyesalve—what it is, and how it can be secured. See 3T 254, 1 Kings 3:9, and 4T 88 for a definition of "eyesalve." The eyesalve will be discussed more fully in Lesson 18; introducing it here will help prepare the way for applications in Lesson 18.)
4.	Our safeguard
"Every Christian will be assailed by the allurements of the world, the clamors of the carnal nature, and the direct temptations of Satan. No one is safe. No matter what our experience has been, no matter how high our station, we need to watch and pray continually. We must be daily controlled by the Spirit of God, or we are con-trolled by Satan.
"The Saviour’s instructions to his disciples were given for the benefit of his followers in every age. He had
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those in view who were living near the close of time, when he said, *Take heed to yourselves·1 It is our work, each for himself, to cherish in the heart the precious graces of the Holy Spirit" (5T 102).
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18.
The Devil's Bag
LESSON PURPOSE
To expose the techniques used by Satan to entice us into evil.
PERFORMANCE OBJECTIVES General:
Recognizes Satan’s devices. Accepts God’s eyesalve. Specific:
OUTLINE
Lead-in:	Discussion of the truth that "nothing disturbs Satan so much as our
knowledge of his devices" (3T 572).
Bible Writers; Modern Messenger: Discussion of nine "devices" commonly used by Satan.
Mean to You: Need for spiritual eyesalve.
ASSIGNMENT
Read the Lead-in and write answers to questions 1 through 13.
PRESENTATION
1.	Discuss the Lead-in. Ask the students to underline the statements from GC 516 and 3T 572 on page 90 of A Closer Walk. If you have a copy of C.S. Lewis’ book, "Screwtape Letters" share a paragraph or two from it with your
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class to illustrate the purpose of this lesson—i.e., the exposure of Satan's favorite tricks.
2.	Discuss questions 1 and 2. List on the board the four-part answer to question 2, and ask the class which of these four things they think the devil uses most effec-tively to separate youth from Christ.
3.	Discuss questions 3 through 11, and list on the board each of the nine techniques of Satan which these nine questions direct attention to. After the list is complete, ask the class to rate these nine techniques according
to what they consider their order of effectiveness. Before leaving the list, reread the GC 516 statement which you asked students to underline.
4.	Discuss questions 12 and 13, and make appropriate applica-tion to the needs of your class.
1.	Paul expressed fear that the serpent would use his cunning to separate the Corinthians from Christ.
2.	Four things Satan uses to separate believers from Christ are:
SUGGESTED
ANSWERS
(Bible
Backgrounds)
a.	Pleasures of the world
2>. Life's cares and perplexities
c.	Faults of others
d.	Your own faults and imperfections
Opinions will vary as to which of these four are the most difficult to meet.
3.	The first temptation of Christ was an appeal to appetite. This illustrates the fact that a favorite technique of Satan is an appeal to the physical nature of man.
(NOTE: See "Power of Appetite" in 3T 485-492 for further discussion of this temptation.)
4.	Satan especially uses the "attractive disguise" approach with amusements. An example would be the "good movie" come-on which he uses to weaken resistance to theater attendance.
5.	Since "one wrong step prepares the way for another," the best way to avoid being taken in by this device is never to take that first step.
6.	The enticement to sin "just this once" is probably one of Satan's favorite techniques, especially as it relates
(Bible Writers) and (Modern Messenger)
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to impurity.
(NOTE: The context of the 2T 409 statement in question 6 is that of enticing youth to practice self-abuse.)
7.	Favorite rationalizations for excusing things God’s word forbids include:
a.	Everybody’s doing it.
b.	Once can ’ t hurt me.
c.	J can’t see anything wrong with it.
d.	Times have changed.
e.	Love is all that matters.
f.	I can’t stop it.
8.	The best safeguard against being ”conditioned” to accept and to cherish evil is to shun all music and amusements which do not pass the six tests suggested by Phil. 4:8.
a.	Is	it	true?
b.	Is	it	honorable?
c.	Is	it	just (fair)?
d.	Is	it	pure?
e.	Is	it	gracious and	excellent?
f.	Is	it	worthy of praise?
9.	Literature which presents evolution as an accepted fact or which intermingles skepticism with that which is true is probably most effective for planting seeds of doubt.
(NOTE: See PP 111-116 for a further discussion of this truth·)
10.	Examples of amusements in which good and bad are inter-mingled include most popular amusements such as pool, theater, TV, ice follies, professional sports, etc.
11.	MYP 295 says Satan uses music to cause angels to depart. This illustrates his technique of creating an atmosphere hostile to heavenly influences.
(NOTE: Summing up, nine techniques used by Satan to entice us to sin are:
a.	Appealing to man's physical nature (#3)
(NOTE: The numbers refer to exercises in A Closer Walk.)
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b.	Using an ״attractive disguise" approach (#4)
c.	Leading people from one wrong step to another (#5)
d.	Arguing "just this once" (#6)
e.	Getting people to rationalize (#7)
f.	Conditioning the mind to impurity (#8)
g.	Planting seeds of doubt (#9)
h.	Intermingling good with bad (#10)
i· Creating an atmosphere hostile to heavenly influences
(#11).
12.	The person who says, "I don’t see anything wrong with it," may have become blinded by "the god of this world" (2 Cor. 4:4) .
13.	The blindness of Rev. 3:14-21 is a lack of spiritual discernment.
"The eyesalve is that wisdom and grace which enables us to discern between the evil and the good, and to detect sin under any guise” (4T 88) . An illustration of this truth is found in 1 Kings 3:9 where it speaks of the ability to "discern between good and evil.”
(NOTE: See also Matt. 13:10-17.)
1.	Eyesalve needed when evaluating amusements
In April of 1900, after Ellen White had spoken to the student body at Avondale, the remainder of the day "was spent by the students in various games and sports, some of which were frivolous, rude, and grotesque" (CT 348). The following night God gave her a message about these amusements, and she wrote:
"This introduction of wrong plans was the very thing that should have been jealously guarded against. The Avondale school was established, not to be like the schools of the world, but, as God revealed, to be a pattern school. And since it was to be a pattern school, those in charge of it should have perfected everything after God’s plan* discarding all that was not in harmony with His will. Had their eyes been anointed with the heavenly eyesalve, they would have realized that they could not permit the exhibition that took place that afternoon, without dis-honoring God" (CT 349).
(Mean to You)
RESOURCE
MATERIALS
2. A crusade against the enemy and his methods
In writing about Laodicia and Laodiciafs need, Ellen White comments:
1,It is not enough to merely profess to believe the truth·
All the soldiers of the cross of Christ virtually obligate themselves to enter the crusade against the adversary of souls, to condemn wrong and sustain righteousness· But the message of the True Witness reveals the fact that a terrible deception is upon our people, which makes it necessary to come to them with warnings, to break their spiritual slumber, and arouse them to decided action"
(3T 354).
What can a school family do to strengthen "the crusade against the adversary of souls"? Consider the following three suggestions:
a.	Rely on the merits of Christ
"When Satan would fill your mind with despondency, gloom, and doubt, resist his suggestions. Tell him of the blood of Jesus, that cleanses from all sin.
You cannot save yourself from the tempter’s power; but he trembles and flees when the merits of that precious blood are urged" (5T 317).
״Satan knows better than God’s people the power that they can have over him when their strength is in Christ. When they humbly entreat the mighty Conqueror for help, the weakest believer in the truth, relying firmly upon Christ, can successfully repulse Satan and all his host" (IT 341).
b.	Pray fervently
"Satan is enraged at the sound of fervent prayer, for he knows that he will suffer loss" (IT 295).
"Satan cannot endure to have his powerful rival appealed to, for he fears and trembles before His strength and majesty. At the sound of fervent prayer, Satan’s whole host trembles" (IT 346).
c.	Use the sword of God’s word
"When Satan comes in like a flood, we must meet his temptations with the sword of the Spirit, and Jesus will be our helper, and will lift up for us a standard against him. The father of lies quakes and trembles when the truth of God, in burning power is thrown in his face" (5T 426).
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19.
Leisure Time Ahead
LESSON PURPOSE
To study the Bible principles which are applicable to leisure time activities.
PERFORMANCE OBJECTIVES General:
Formulates principles for leisure time activities. Applies principles.
Specific:
OUTLINE
Lead-in: Discussion of leisure time—its perils and possibilities.
Bible Writers: Bible principles which should govern our choice of leisure time activities.
Modern Messenger: Principles suggested by Ellen White which help determine "with unerring accuracy what pleasures are lawful and right" (MYP 38).
ASSIGNMENT (for 1st day)
Read the Lead-in and write answers to numbers 1 and 2.
(for 2nd day)
Write answers to questions 3 through 5. (Note: Encourage several students to do the
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Optional Research project on page 98 of A Closer Walk, If time permits, take an extra day and assign all students to do this project and bring a report to class.)
1.	Discuss the Lead-in. Have students underline the MYP 264 statement on page 97 of A Closer Walk.
2.	Discuss questions 1 and 2. With question 2 summarize on the board a list of guiding principles based on the texts studied.
3.	Call for any of the research projects which are ready.
1.	Discuss questions 3 through 5.
2.	Continue research reports.
I. Idleness is ”the greatest curse” that can fall upon
man because it makes us an easy prey to Satan’s tempta-ti ons.
”It enfeebles the mind, perverts the understanding, and debases the soul" (PP 156).
2. a. Principles from 1 and 2 Corinthians which can be used to evaluate leisure time activities include:
1 Cor. 10:31 - Do all to the glory of God.
1 Cor. 6:19, 20 - Remember that your body is the temple of the Holy Spirit—avoid anything that would lessen efficiency or damage health.
1 Cor. 8:9-13 - Remember your weaker brother and do not cause him to stumble.
1	Cor. 10:6 - Avoid anything which awakens evil desires.
2	Cor. 5:17 - Choose those things which fit your new life in Christ.
2 Cor. 6:3 - Live in such a way that no one will ever be offended or kept back from finding the Lord by the way you act.
2 Cor. 6:14-18 - As sons and daughters of God, be separate from the world.
b. Additional Bible principles for evaluating leisure time activities:
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Bible
Backgrounds)
(Bible Writers)
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Phil. 4:8 - Choose that which is true, honorable, just, pure, gracious, excellent, and praiseworthy.
1 Tim. 4:12 - Be an example of the believers.
1 John 2:15-17 - Shun the love of the world, the lust of the flesh, and the pride of life.
(NOTE: For an example which illustrates the principles found in 1 Cor. 8:9-13 and 1 Tim. 4:12 see the RESOURCE MATERIALS story entitled ״A Former Card Player’s Story.”)
3.	The following principles are from E. G. White statements
found on page 98 of A Closer Walk.
(1)	The activity should be one in which you could take Jesus along.
(2)	The activity should be one upon which you can ask God’s blessing.
(3)	When possible recreation should be in the out-of-doors.
(4)	Gymnastic exercises should not be carried to excess.
(5)	The greatest satisfaction comes from those activities in which you bring a blessing to others.
(6)	Use some of your leisure for studying God’s word.
4.	Answers will vary.
5.	Answers will vary.
(Modern
Messenger)
RESOURCE	1. Those misunderstood "don’ts”
MATERIALS
Don’ts, like stop signs and fences, are a necessary part of life. The attitude we take toward them determines whether these don’ts help make life more enjoyable or whether they arouse resentment.
Take a freeway, for example. A freeway has well-engineered lanes for going ahead, and some very restrictive fences and guardrails to keep one from making abrupt departures into the ditches, fields, and orchards.
If we are intent upon reaching a destination, the fences do not bother us in the least, though they definitely restrict us to the three or four lanes going directly forward. As we travel along, we could complain about all the guardrails and fences, but we don’t.
Why?
Because we recognize that they are there to make our journey more pleasant, and because we know they will preserve us from dangers both seen and unseen·
So with our journey along the highway of life toward the New Jerusalem. Every single guardrail, every single "don’t," serves a very positive purpose, and if we are really intent on going forward, we are scarcely aware that these restrictions exist· And on those occa-sions when we do happen to think about the fences and guard rails, we are grateful that someone was thoughtful enough to provide these protecting restrictions·
Only if we are seeking to turn off the road into the ditches and fields do the restrictions irritate and annoy us ·
A former card player’s story
The magazine Our Times* carried the story of a man who had played cards occasionally as a pastime· He had believed that "there was no harm whatever in playing pinochle, bridge, and other card games"—at least not the way he played them· To him cards were only played for fun—"a friendly game"—never for money. Many of his friends played, and he enjoyed spending an occasional evening playing cards with them, but it never became a passion with him, and he never allowed it to interfere with useful pursuits.
A young man joined their group who had never played cards before. He soon learned and became fascinated with his own skill. Then the young man began to associate with a group of men who played for stakes.
One evening they persuaded him to join in a game in which a small amount of money had been wagered. They let him win the first game. Flushed with victory, he allowed the stakes to be made a little higher. Before the evening was over, he had lost every penny he owned. One might have thought that this experience would be sufficient. But it wasn’t. He determined to win back what he had lost. The gambling lure became so strong he quit college and devoted his entire life to gambling.
"And I was the one who taught him to play!" the man writing the story said. "I’ve talked with him, trying to straighten him out and get him to change his ways.
Yet I am really to blame. My mistake was to get him interested in cards in the first place."
In concluding his story, he wrote, "I haven’t played cards for many years—not since I unwittingly started that young fellow on his way to ruin. I shall never play again."*
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2.
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*Henry H· Graham, "A Former Card Player’s Story," Our Times, September, 1950 (Nashville: Southern Publishing Association, 1950), pages 11, 29. Used by permission.
3.	A resolution and a prayer concerning TV
a.	A resolution: "I will set no wicked thing before mine eyes" (Ps. 101:3, KJV).
b.	A prayer: "Turn mine eyes away from beholding vanity" (Ps. 119:37, KJV).
4.	A bonfire’s glow
The place is Ephesus. The time just a little over 19 centuries ago, possibly an early evening. A strange· excitement pervades the community. By ones and twos and half dozens people are approaching a predesignated spot, carrying armloads of books.
The books are tossed into a pile. It becomes a con-spicuous heap, and someone takes an expensive scroll, ignites it, and applies the fire. The first wisp of smoke soon becomes a blazing bonfire whose glow lightens the surrounding faces.
The crowd becomes larger. Some arrive to toss more books onto the fire. Others are curious spectators. Studying the surrounding faces in the light of the dancing flames, we find expressions ranging from determination and grate-ful relief to shocked disbelief.
As book after book is tossed into the flames, one man seems to be keeping track. Finally, after the last book has been reduced to ashes, he announces to some companions, "Brethren, you have just watched a bonfire worth fifty thousand pieces of silver."
The idly curious gasp. "What a fool Christianity makes of a person," a spectator may have mumbled under his breath. "Fifty thousand pieces of silver going up in smoke! They could at least have sold the books."
This deed was performed "in the sight of all" (Acts 19: 19). These people had become Christians and were making a change in their reading habits. They consigned to the fire their books—books that taught sorcery and evil.
"By retaining these books the disciples would have exposed themselves to temptation; by selling them they would have placed temptation in the way of others. They had renounced the kingdom of darkness, and to destroy its power they did not hesitate at any sacrifice" (AA 289).
By modem values that was $10,000 going up in smoke.
,1When the books had been consumed they proceeded to reckon up the value of the sacrifice. It was estimated at fifty thousand pieces of silver, equal to about ten thousand dollars" (6BC 1064). In the memories of the Ephesian Christians those expensive flames would eternally glow as a monument—a monument to their break with an old way of life, and the beginning of a new.
And for all ages to come, recorded in the books of heaven, applauded by the angels, and gratefully remembered by countless Christians of later centuries who were inspired to do likewise, those flames will glow as a memorial to changed reading habits.
5. Testing a recreation
,,Christians have many sources of happiness at their command, and they may tell with unerring accuracy what pleasures are lawful and right״ (MYP 38).
Below are two sets of questions. If in evaluating an activity you can answer yes to the questions in the first set, you can be sure that that activity is safe.
A yes to any question in the second set indicates that that activity would not be right for a Christian to participate in.
a. Set one:
(1)	Can you ask Godfs blessing upon it?
"Any amusement in which you can engage asking the blessing of God upon it in faith will not be dangerous. But any amusement which disquali-fies you for secret prayer, for devotion at the altar of prayer, or for taking part in the prayer meeting, is not safe, but dangerous" (CT 337).
(2)	Does engaging in it refresh and strengthen you physically, mentally, and morally?
"We can, and should, conduct our recreations in such a manner that we shall be better fitted for the more successful discharge of the duties de-volving upon us, and our influence will be more beneficial upon those with whom we associate.
We can return from such occasions to our homes improved in mind and refreshed in body, and prepared to engage in the work anew with better hope and better courage" (CT 336).
(3)	Can you engage in it with a clear conscience?
"Our gatherings should be so conducted, and we should so conduct ourselves, that when we return
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to our homes we can have a conscience void of offense toward God and man; a consciousness that we have not wounded or injured in any manner those with whom we have been associated, or had an injurious influence over them** (CT 337).
(4)	Can you take Jesus with you?
"If they can take Jesus with them, and maintain a prayerful spirit, they are perfectly safe"
(MYP 38).
b· Set two:
(1)	Do these amusements tend to open the door to, or lead on to, some greater evil?
"There are amusements, such as dancing, card-playing, chess, checkers, etc., which we cannot approve, because Heaven condemns them. These amusements open the door for great evil. They are not beneficial in their tendency, but have an exciting influence, producing in some minds a passion for those plays which lead to gambling and dissipation. All such plays should be condemned by Christians, and something perfectly harmless should be substituted in their place"
(MYP 392).
(2)	Does this activity take you into the wrong crowd?
"It was by associating with idolaters and joining in their festivities that the Hebrews were led to transgress God’s law, and bring his judgments upon the nation. So now it is by leading the followers of Christ to associate with the ungodly and unit in their amusements, that Satan is most successful in alluring them into sin" (PP 458).
(3)	Does this activity lead to a love of domination or to brutality?
"Some of the most popular amusements, such as football and boxing, have become schools of brutality. They are developing the same character-istics as did the games of ancient Rome. The love of domination, the pride in mere brute force, the reckless disregard of life, are exerting upon the youth a power to demoralize that is appalling" (Ed 210).
(4)	Does this activity tend toward frivolity, foolish-ness, or vulgarity?
״The cheap, common talk, the words of flattery, the foolish witticism, spoken to create a laugh, are the merchandise of Satan, and all who indulge in this talk are trading in his goods. Impres-sions are made upon those who hear these things, similar to that made upon Herod when the daughter of Herodias danced before him. All these transac-tions are recorded in the books of heaven; and at the last great day they will appear in their true light before the guilty ones. Then all will discern in them the alluring, deceptive workings of the devil, to lead them into the broad road and the wide gate that opens to their ruin" (CT 340).
(5)	Does participation in this activity lessen interest in life’s practical duties?
"The tendency of most athletic sports is a subject of anxious thought to those who have at heart the well-being of the youth. Teachers are troubled as they consider the influence of these sports both on the student’s progress in school and on his success in afterlife.
"They stimulate the love of pleasure and excite-ment, thus fostering a distaste for useful labor, a disposition to shun practical duties and responsibilities" (Ed 210, 211).
(6)	Would my engaging in this activity sadden the angels
"Angels are hovering around yonder dwelling.
The young are there assembled; there is the sound of vocal and instrumental music. Christians are gathered there, but what is that you hear? It is a song, a frivolous ditty, fit for the dance hall. Behold, the pure angels gather their light closer around them, and darkness envelops those in that dwelling. The angels are moving from the scene. Sadness is upon their counten-ances. Behold, they are weeping. This I saw repeated a number of times all through the ranks of Sabbath keepers" (MYP 295).
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20.
Made for Action
LESSON PURPOSE
To emphasize the positive aspects of the subject of leisure time activities.
PERFORMANCE OBJECTIVES General:
Distinguishes between recreation and amusement.
Proposes leisure activities that are truly re-creational. Specific:
OUTLINE
Essay:	Recreation that truly re-creates; contrast between recreation and
amusement.
Optional Discussion: Opportunity to discuss concepts introduced in the essay portion of this lesson.
ASSIGNMENT
Read the essay material, and be prepared to discuss any two of the Optional Discussion questions. (Note: In each class try to get at least one volunteer for each of the Optional Projects.)
PRESENTATION
1.	If you have students who have participated in wilderness survival trips, or
13-EBT-II
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who have been active in camping, invite them to share some of their experiences.
2.	Call attention to key statements in the essay material. Have students underline statements such as MM 233, MYP 380, 381, and Ed 207.
3.	Discuss questions in Optional Discussion.
4.	Call for Optional Project reports.
(Note:	If no reports are given based on the Jan. 18, 1971
Sports Illustrated article mentioned in the final Optional Project, secure a copy of this article and share the con-eluding paragraphs with your class.)
Answers will vary.
Reasons why outdoor exercise generally is superior to indoor exercise include:
a.	A more abundant supply of fresh air is obtained—with its benefits of: purifying the blood, revitalizing the nervous system, refreshing the body, imparting serenity to the mind, increasing the appetite, improving digestion, and inducing sound sleep.
b.	Greater exposure to the life-giving benefits of sunshine.
c.	Greater opportunity to be out among the beautiful things of nature.
Recreation, when true to its name, refreshes and re-creates. Amusement, on the other hand, generally is sought for pleasure, and frequently is carried to excess. Rather than refresh and restore, it tends to rob us of energy, sleep, and a sense of well-being.
Amusements can never satisfy the deeper cravings of the soul. After the excitement and entertainment of the moment, there is a tendency to "sink down into the depths of despondency and despair" (MYP 370). If the amusement has led to a violation of conscience, the feeling of despondency is even more intense.
Only Jesus can satisfy the deep cravings of the soul.
See RESOURCE MATERIALS item entitled "The answer to human longing."
Answers will vary. See "Objections against interscholastic sports" in RESOURCE MATERIALS.
Answers will vary.
SUGGESTED
ANSWERS
Optional
Discussion
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A fellow should be taught how to do some type of manual labor even if he intends to enter a profession. Ellen White observes:
"The benefit of manual training is needed also by professional men. A man may have a brilliant mind; he may be quick to catch ideas; his knowledge and skill may secure for him admission to his chosen calling; yet he may still be far from possessing a fitness for its duties. An education derived chiefly from books leads to superficial thinking. Practical work encourages close observation and independent thought. Rightly performed, it tends to develop that practical wisdom which we call common sense. It develops ability to plan and execute, strengthens courage and perserverance, and calls for the exercise of tact and skill" (Ed 220).
RESOURCE	1. It takes more than amusement
MATERIALS
The story is told of a man who visited his doctor and complained that he did not feel well· A thorough examina-tion failed to reveal any organic disturbances. The doctor jovially told his patient, "There’s nothing wrong with you that a visit to the circus won’t cure. There’s a clown there who is guaranteed to cheer up any sad Sam."
"I’m afraid that wouldn’t do," the patient replied.
"You see, I’m that clown."
2. The answer to human longings
In the fourth Optional Discussion question this statement from MYP 370 is quoted: "the continual craving for pleasureable amusements reveals the deep longing of the soul." That longing can be satisfied only by Jesus— the one whom Haggai calls "The Desire of all nations"
(Hag. 2:7, KJV). The preface to the book The Desire of Ages enlarges upon the significance of this title of Christ, and says:
"In the hearts of all mankind, of whatever race or station in life, there are inexpressible longings for something they do not now possess. This longing is implanted in the very constitution of man by a merciful God, that man may not be satisfied with his present conditions or attainments, whether bad, or good, or better. God desires that the human shall seek the best, and find it to the eternal blessing of his soul.
"Satan, by wily scheme and craft, has perverted these longings of the human heart. He makes men believe that this desire may be satisfied by pleasure, by wealth, by ease, by fame, by power; but those who have been thus deceived by him (and they number myriads) find all these things pall upon the sense, leaving the soul as barren and unsatisfied as before.
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,*It is God’s design that this longing of the human heart should lead to the One who alone is able to satisfy it. The desire is of Him that it may lead to^ Him, the fulness and fulfillment of that desire. That fulness is found in Jesus the Christ, the Son of the Eternal God.
1For it was the good pleasure of the Father that in Him should all the fulness dwell;1 ’for in Him dwelleth all the fulness of the Godhead bodily.1 And it is also true that ,in Him ye are made full’ with respect to every desire divinely implanted and normally followed” (Publishers’ Preface, p. 9).
The following words, written to youth, are applicable to many who are seeking happiness through amusements and entertainments: ”The reason why you are restless is, you do not seek to the only true source for happiness.
You are ever trying to find out of Christ the enjoyment which is found only in Him" (MYP 383).
3. Objections against interscholastic sports
a.	Interschool sports foster a competitive spirit— which in turn weakens spirituality and lessens love for others.
b.	Interschool sports on a highly organized level tend to disrupt the entire program of a school. A major
game between schools often distracts from studies both before and after the game—sometimes for days.
c.	Participation in competitive sports tends to weaken individual scholastic achievement. A new Adventist who had spent 16 years in amateur and professional athletics, and who had won numerous honors, gave this testimony regarding the effect of athletics on his study habits.
"In my experience with athletics I can truthfully say that it led me to relax in my study habits. The first three months of my high school career I was on the honor roll. I then noticed that the teachers would pass individuals, especially if they were athletes, so from that time on I just coasted through my studies, including my college studies."*
*Quoted in "A University Dean Comments on College Athletics—Part 2," Review and Herald, April 15, 1954, p. 15.
d.	Competitive games stimulate a love for pleasure and excitement. This in turn fosters a distaste for useful labor, and strengthens a disposition to shun practical duties and responsibilities. What
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boy absorbed in athletics has much interest, for example, in helping with duties about the yard or house?
After several years’ experience out in life, a high school graduate wrote his school and asked why he had not been taught more about family relation-ships, mortgages, local government, carpentry, how to budget and live within a budget, how to paint a house, how to save money, how to buy economically and intelligently. In a school where the inter-scholastic sports program is strong, there is often less interest in developing these practical skills.
e.	The artificial excitement of competitive sports tends to destroy a relish for life’s quieter and more last-ing enjoyments.
f.	Contrary to previous popular opinion, there is grow-ing evidence that competitive sports are not character building. Instead, they tend to weaken character.
See evidence presented in the article entitled ”We Have a Neurotic in the Backfield, Doctor,” in the January 18, 1971 issue of Sport’s Illustrated.
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21.	What About Dress Standards?
LESSON PURPOSE
To encourage the selection and wearing of clothing styles which are in harmony with Bible principles.
PERFORMANCE OBJECTIVES General:
Understands Bible principles of dress.
Applies Bible principles of dress.
Specific:
OUTLINE
Lead-in:	Dress standards—a foremost problem on many campuses.
Bible Writers: Bible principles concerning dress.
Mean to You: Evaluation and application.
ASSIGNMENT (for 1st day)
Read the Lead-in and do numbers 1 through 10.
Ill
Write answers to questions 11 through 13 and be prepared to discuss any two Optional Discussion questions. (Note: In each class try to get at least one person for each Optional Project.)
1.	Ask students to write memory gem.
2.	Discuss Lead-in materials.
3.	Go over in class each of numbers 1 through 9. Emphasize principles which can help solve controversy over
dress standards—particulary the principles suggested in the memory gem and in answers to numbers 6 and 8.
1.	Discuss questions 11 through 13.
2.	Discuss Optional Discussion questions.
3.	Call for Optional Project reports.
1.	a. The human body is compared to a temple inhabited by
God's Spirit.
b.	Our bodies were bought with the blood of Christ, therefore they are His property.
c.	Whatever we do (including what we wear) should be to God's glory.
2.	We are redeemed by Christ is taking our sins and giving us His righteousness. When we fully accept His right-eousness we become a new creation.
3.	In order to break Satan's power we must fully receive Christ's righteousness.
4.	The righteousness of Christ is compared to a white robe and to fine white linen.
5.	God is interested in what we wear on our bodies. Our appearance should reflect the purity of the righteousness of Christ.
(NOTE:	To deepen impression and to stimulate discussion,
put the second of the preceding sentences on the board.)
6.	These passages do have a relationship to dress standards. When Christ's love controls us, we become motivated to seek full conformity to His will.
(NOTE:	Have students underline the concluding sentence
of the SC 44, 45 quotation referred to in this question.)
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED ANSWERS (Bible Writers)
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7.	No written answer required.
(NOTE: Be sure the Bible passages needed to do this exercise have been underlined. You may want to include them on an open Bible quiz.)
8.	An important principle suggested by 1 Corinthians 8 is that we should not do (or wear) anything that would cause another person to stumble.
(NOTE:	Call attention also to this Living Bible paraphrase
of 2 Cor. 6:3, ״We try to live in such a way that no one will ever be offended or kept back from finding the Lord by the way we act, so that no one can find fault with us and blame it on the Lord.”)
9.	Along with stating basic principles, such as dressing modestly, sensibly, and attractively (wearing "seemly" apparel), these passages forbid the specifics of gold, pearls, and costly attire.
(NOTE: The expressions ,,braided hair" in 1 Tim. 2:9 and ,,braiding of hair" in 1 Peter 3:3 evidently do not refer to ordinary braids like those sometimes worn today, but to elaborate and attention-getting hair styles.
Phillips translates both expressions as "an elaborate coiffure." In one style of that time gold threads were woven into the hair.)
10.	Memory gem: TM 130, 131.
11.	Answers will vary.
12.	Answers will vary.
13.	Answers will vary. The principle of not wearing any-thing that ntends to excite" sensual thoughts should be included.
*	Dress is symbolic of character. An attention getting fad says, "Look at me; notice me." An immodest style says, "Look at my body; notice what I have to offer."
*	A bikini can hardly symbolize the humility and unobtrusive-ness of Christ. Whatever it symbolizes, it certainly isn’t modesty. *
*	Answers will vary. If worshipers were expected not to expose whatever nakedness would be revealed by climbing altar steps, surely those who sit on a platform should be careful to wear sufficient length and fulness so that the knees are at least partly covered.
(Mean to You)
Optional
Discussion
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As for stairs, during the era of abbreviated skirts, one male observer made this comment: "Recently the writer started up a flight of steps to an office, and about that time he heard someone start down the same steps· Lifting his eyes he saw a young woman coming down· One glance was enough."
The daughters of Zion probably resented the remarks in Isa. 3:16-23 about dress· Isaiah felt compelled by the Spirit to speak nevertheless.
Answers will vary.
Christ would doubtless have ignored any fad designed to get attention. ,,I do not seek my own glory," He said in John 8:50.
RESOURCE	1. Ellen White, the fashions of her time, and common sense.
MATERIALS
Youth sometimes "blame" Ellen White for Adventist stand-ards of dress, and tend to think of her as old-fashioned and impractical. The truth is, Adventist standards are based on Scripture. Ellen White regarded her task as one of encouraging people to get back to Bible principles. She urged God’s people to shun extremes of fashion. If fashions are in accord with God’s word, we can feel free to wear them. If they are not, we should reject them (IT 458, 459). ״Manifest a noble independence and moral courage to be right, if all the world differs" (IT 458), she urged.
What Ellen White wrote about dress, instead of being old-fashioned, frequently was far ahead of her times.
And what she said was both practical and sensible.
In the nineteenth century, for example, it was fashion-able for women to wear tightly laced clothes, skirts that dragged the ground, and extravagant frills and ornamentation. As we briefly consider each of these three fashions in the historical setting, along with Ellen White’s comments, we can observe her common sense views.
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First, the problem of long skirts. In Ellen White’s time they dragged the ground. Also, the dresses contained an extravagant amount of material. The Pictoral World of 1887 mentioned that the average weight of the dresses of the richer classes of women ״was not less than 15 lbs.”* In the 1860’s Ellen White protested against these long, heavy styles, and at God’s direction suggested a shorter style known as the reform dress, with less material, and with skirts above the ankles.
*Quoted by James Laver, Modesty in Dress (Boston: Houghton Mifflin Co., 1969), p. 153.
The reform which she proposed ran into many problems.
About this time Spiritualists had adopted a shorter style also, and Adventist women who wore the reform dress were accused of being Spiritualists. Ellen White answered this and other charges in an article in the Review dated April 14, 1868:
”It is true that this style of dress exposes her feet.
And why should she be ashamed of her well-clad feet anymore than men are of theirs? It is of no use for her to try to conceal the fact that she has feet. This was a settled fact long before the use of trailing skirts extended by hoops, giving her the appearance of a hay-stack or a Dutch churn."
Ellen White’s battle against long skirts turned into defeat. While some church members adopted the more simple, healthful, and shorter style without hesitation, most did not. And some who did adopt the style became extremists. "They sought to control others’ conscience by their own. If they wore it, others must put it on.
They forgot that none were to be compelled to wear the reform dress” (4T 636).
Others did not use good taste in their choice of materials and combinations. Still others who accepted the reform dress "sighed over it as a heavy burden." Murmuring and complaining "were fast destroying vital godliness" (4T 637 ) · Ellen White decided to say no more on the subject, and wrote:
"I had no burden of testimony on the subject of dress. I made no reference to it in any way, either to advocate or to condemn. It was the Lord’s purpose to prove his professed people, and reveal the motives of their hearts.
At the camp-meetings I seldom had anything to say on the subject. I avoided all questions, and answered no letters" (Ibid.).
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The irony of the situation was that at this same time women kept adding needless adornments and trimmings. Often double the value of the material was spent for the trimmings (4T 639). Regarding this fad Ellen White was not allowed to remain silent, and in 1881 she wrote:
"One year ago the subject of dress was again presented before me. I saw that our sisters were departing from the simplicity of the gospel. The very ones who had felt that the reform dress required unnecessary labor, and who claimed that they would not be influenced by the spirit of the world, had now taken up the fashions they once condemned. Their dresses were arranged with all the unnecessary adornments of worldlings, in a manner unbecoming to Christians, and entirely at variance with our faith" (4T 638).
The message the Lord sent in 1881, entitled "Simplicity in Dress," was one of the most extensive Ellen White was ever given on the subject, and contains many principles applicable today. It is found in 4T 628-648.
The custom of tight lacing was another decree of fashion against which Ellen White protested. A woman who dressed to be in style had a waist so mercilessly pinched that she looked like a wasp.
Mrs. White took an unequivocal stand against this fashion. In the November, 1871, Health Reformer, page 156, she wrote:
"The corsets which are again being generally worn to compress the waist is one of the most serious features in woman's dress. Health and life are being sacrificed to carry out a fashion that is devoid of real beauty and comfort. The compression of the waist weakens the muscles of the respiratory organs. It hinders the process of digestion. The heart, liver, lungs, spleen, and stomach, are crowded into a small compass, not allowing room for the healthful action of these organs."
In the same article Ellen White quoted another writer as saying that the influence of tight lacing upon the organs in the lower part of the abdomen was so great "1that it furnishes to the medical profession nearly half of its business.f"
Dr. J. H. Kellogg was asked if a woman could ever wear a corset of that day with safety. He replied, "Yes, I saw a woman the other day wearing a corset, and it did not seem to be hurting her. She was a wooden woman in a show window. I think we may venture to affirm that corset wearing will not injure her a particle. If a woman is made of wood, or cast iron, or steel, she can wear a corset with safety; but if she is made of flesh and blood,
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with soft and yielding skin and muscles, she cannot wear any close-fitting clothing without serious con-sequences."*
*Related by Mary H. Rossiter, ״The Progress of Lacing," Good Health, March, 1898, p. 143.
So strong was the power of fashion that for decades Ellen White and other reformers had but little influence. Even in 1905, when The Ministry of Healing was published, Ellen White noted that "of late years the dangers resulting from compression of the waist have been so fully discussed that few can be ignorant in regard to them; yet so great is the power of fashion that the evil continues" (MH 292).
A third dress problem—and one which apparently did the most damage to the witness of the church—was that of the extravagant use of ornaments and frills. As previously mentioned, the Lord sent an extensive message on this subject in 1881, "Simplicity in Dress." The extravagance of many of the popular styles is reflected in the following observation:
"The making of these fashionable dresses frequently costs more than the dress itself. And double the value of the material is often expended for the trimmings.
Here pride and vanity are displayed, and a great lack of true principle is seen" (4T 639).
What can we learn from these three historical examples?
First, the position taken by Ellen White was always one of common sense. It was common sense not to wear skirts that dragged in the mud and dust. It was common sense not to compress the waist. It was common sense not to spend time and money on excessive ornamentation.
Second, the average person does not "manifest a noble independence and moral courage to be right" (IT 458). Instead, he tends to go along with fashion’s decree, no matter how unreasonable.
Third, fashion has hurt the witness of the church. People expect Seventh-day Adventists to be different. When we aren’t, our influence can keep people from finding salva-tion. When church members were adopting extravagant ornamentation, some people were saying, "This people dress fully as much as we do. They cannot really believe what they profess; and, after all, they must be deceived. If they really thought that Christ was soon coming, and the case of every soul was to be decided for eternal life or death, they could not devote time and money to dress according to the existing fashions" (4T 641).
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As we review the way in which the goddess of fashion has hurt the cause of Christ, we can see the wide-spread allegience the goddess commands—even from professed followers of Christ. Again we need to hear a voice saying:
”Choose this day whom you will serve. . . . [the Lord] or the gods of the Amorites. ... As for me and my house, we will serve the Lord" (Joshua 24:15).
2. The wedding ring
In 2 Tim. 2:9, 10 and 2 Peter 3:3, 4 Christians are forbidden to wear gold or pearls. Some feel free to make the wearing of a wedding ring an exception to this principle. Is it? As a comment on 1 Tim. 2:
9,	10 Ellen White writes:
״Here the Lord, through His apostle, speaks expressly against the wearing of gold. Let those who have had experience see to it that they do not lead others astray on this point by their example. That ring encircling your finger may be very plain, but it is useless, and the wearing of it has a wrong influence upon others" (4T 630).
For a personal experience about a young wife’s conflict with her conscience over the wearing of a wedding ring, see "I Don’t Because . . ."in Appendix C.
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22.	Fashion, Modesty, and God's Spirit
LESSON PURPOSE
To strengthen convictions of those who dress in a Christlike way and to encourage those who need to make changes to do so·
PERFORMANCE OBJECTIVES General:
Recognizes that immodest fashions hinder the churchfs witness. Proposes ways to solve the problem of a hindered witness. Specific:
OUTLINE
Lead-in:	The damage fashion has done to the witness of the church; five fruits
of genuine revival.
Bible Writers: Bible predictions of revival and reformation.
Modern Messenger: The relationship of dress to the witness of the church.
Mean to You: How to be a part of the solution rather than part of the problem.
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Read the Lead-in and do numbers 1 through 5.
ASSIGNMENT (for 1st day)
Write answers to numbers 6 through 9 and evaluate question
10.	Be prepared to discuss any one Optional Discussion question of your choice. Memorize Phil. 2:14, 15.
(for 2nd day)
1.	Have students underline the 4T 634 quotation in the Lead-in. Invite them to suggest current illustrations of Satan’s influence in the world of fashion.
2.	Underline and evaluate the MYP 355, 356 statement in the Lead-in. Discuss: What is the relationship between immodest fashions and the absence of the Holy Spirit? Does this truth make the subject of fashion important enough to devote some time in examining it?
3.	Discuss question 1 through 5.
PRESENTATION (for 1st day)
1.	Write in class from memory Phil. 3:14, 15.
2.	Discuss numbers 6 through 10. (Note: With numbers
6	and 7 you may want to compare conditions described in 4T 641 through 648 with Rev. 3:15-18. Note the lukewarmness, the separation from God. The nakedness in Rev. 3:17, 18 is generally interpreted as spiritual nakedness. In discussing number 9 refer back to the five fruits of genuine revival mentioned in the Lead-in on page 114 in A Closer Walk. Then you may desire to list on the board specific characteristics of the revival and reformation which GC 369, 370 describes took place in 1844.)
3.	Read aloud the WORTH THINKING ABOUT discussion entitled "A losing battle?" Invite your students to underline the MYP 357 quotation. Read aloud prayerfully the clos-ing paragraphs of "A losing battle?" Invite students
to become a part of the solution rather than a part of the problem.
4.	Give each girl a copy of "Last Day Fashions—and God’s Will For You." Give each fellow a copy of "The Relationship
of Dress to Successful Witnessing." Invite them to privately go through these step-by-step. Emphasize that these are for personal use and not to be handed in.
(for 2nd day)
1.	Satan1 s purposes in influencing the world of fashion undoubtedly include:
a.	Promoting sensuality.
b.	Robbing the church of the presence of the Holy Spirit.
SUGGESTED
ANSWERS
(Bible
Backgrounds)
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c.	Nullifying the witness of the church.
2.	The development which has robbed religious movements of the past of their power has been the adoption of the fashions, customs, and principles of the world.
This historical fact is a warning that the same could happen to us.
(NOTE: Ask, Is this happening? Has it already happened? Where is the power that God has promised will attend a faithful preaching of His word?)
3.	The five fruits of genuine revival are listed on page 114 of A Closer Walk.
Opinions will vary as to which of these five fruits has been least evident in revivals upon Adventist campuses. Many would say laying aside the fashions of the world has not been particularly evident.
4.	The two reasons the Lord sent an extensive message concerning dress in 1881 are:
a.	Obedience to fashion was doing more than any other power to separate God’s people from Him (4T 647).
b.	Obedience to fashion was weakening the witness of the church and causing some who might have been saved to be lost (4T 115) .
(Bible Writers)	5. a. We know Joel 2 has application to the last days
because Joel 2:2 speaks of the Day of the Lord being at hand and describes it as a "a day of dark-ness and gloom, a day of clouds and thick darkness." This is similar to the ”time of trouble such as never has been” described in Dan. 12:1.
b. Promises found in Joel 2:18-32 include:
(1)	The Lord will pity His people.
(2)	The Lord will do ”great things.”
(3)	The Lord will send ”abundant rain”—both the early and latter rain.
(4)	The Lord will be "in the midst of Israel.”
(5)	The Lord will pour out His Spirit on all flesh.
”All who call on the name of the Lord shall be delivered. ”
(6)
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c.	The conditions to be met in order for these promises to be fulfilled include heart-searching, repentance, and earnest prayer. Assemblies are to be called for the specific purpose of seeking the Lord.
(Modern	6. Answers will vary, but applicable statements include
Messenger)	the following:
"Many a soul who was convinced of the truth has been led to decide against it by the pride and love of the world displayed by our sisters" (4T 641).
"Our words, our actions, and our dress are daily, living preachers, gathering with Christ, or scattering abroad” (4T 641).
”Let the attire be appropriate and becoming"
(4T 642).
"We judge of a person's character by the style of dress worn" (4T 643).
"All that we urge is compliance with the injunctions of God's word. Are we Bible readers, and followers of Bible teachings? Will we obey God, or conform to the customs of the world? Will we serve God, or mammon? Can we expect to enjoy peace of mind and the approval of God, while walking directly contrary to the teachings of his word?" (4T 644).
"Showy, extravagant dress too often encourages lust in the heart of the wearer, and awakens base passions in the heart of the beholder” (4T 645) .
"Fashion is deteriorating the intellect and eating out the spirituality of our people" (4T 647).
"There is a terrible sin upon us as a people, that we have permitted our church members to dress in a manner inconsistent with their faith. We must arise at once, and close the door against the allurements of fashion. Unless we do this, our churches will become demoralized” (4T 648).
(NOTE:	The preceding comments were written when the
problem was primarily an extravagant use of trimmings and ruffles. If extra ribbons are demoralizing, what about some of the styles of more recent times which expose almost everything? What kind of message do you think God would send today about some of the immodest styles of these last days?)
7.	Evaluations will vary. The concluding paragraphs indicate that churches have a responsibility to try to restrain the
use of fashions inconsistent with our faith. If "church rules are very deficient”	(4T 647) could it be that some
school rules are likewise deficient?
L22
8.	Our basis for expecting a reformation is that God has
promised there will be one. See Joel 2 and 9T 126.
9.	The characteristics of the 1844 revival and reformation
were:
a.	Stirring appeals were given
b.	Convictions came that but few could resist
c.	Backsliders were aroused
d.	Sinners inquired, "What must I do to be saved?”
e.	Dishonesty was made right
f.	Parents and children were drawn together
gr. Heartfelt confessions were made
h. Much earnest prayer for others took place
*	Answers will vary.
*	Answers will vary.
*	The needed reformation will begin when a sufficient number of people enter into the kind of experience described in Joel 2:12-17. God can use a single in-dividual, however, to begin this kind of experience.
,1The time has come for a thorough reformation to take place. . . . One member working in right lines will lead other members to unite with him in making inter-cession for the revelation of the Holy Spirit" (8T 251). *
*	Paul’s statements in 2 Cor. 6:16 through 17:1 are especially applicable to a subject such as the conflict between modesty and immodesty. God’s children are to be separate. They are to come out from the world. They are to live and dress like sons and daughters of the King of Kings. They are to cleanse themselves "from every defilement."
1.	Evaluative instruments
Two evaluative instruments are included in the appendix at the end of this unit of this teacher’s manual. Appen-dix A, entitled "The Relationship of Dress to Successful
(Mean to You)
Optional
Discussion
RESOURCE
MATERIALS
123
Witnessing,11 is designed for fellows. Appendix B, entitled "Last Day Fashions—and Godfs Will for You,11 is for girls.
Here are several suggestions for the use of these instruments:
1.	These instruments are for personal use only and are not to be handed in. Sufficient copies of each should be duplicated, and at the close of Lesson 22 distributed to students.
2.	After students have privately completed the evalua-tion, you may wish to engage in classroom discussion of their convictions.
3.	As an illustration of the FE 289 statements on page 2 of the boy’s instrument, you may wish to share portions of an article entitled "Youth Spearhead Mormon Growth," The Ministry, February, 1973.
4.	Encourage students to become acquainted with the messages mentioned as further reading at the bottom of page 2 of the girl’s evaluation. For the hoops in IT 274 to 287 substitute current immodest styles, and see what parallels students can find.
5.	Conclude your discussion by referring to CG 429,
430 about the need for each to have a conscience of his own.
(Note: Pages 5 and 6 of the girl’s evaluation deals with girls’ styles and fads popular at the time of this writing (1973); namely, short skirts and masculine clothes. If these are no longer current problems, you may want to adapt some of the materials on these two pages so that the evaluation will deal with some current problems. Steps 3 and 4 on page 1 would also need modification. The rest of the material should be applicable regardless of what the current dress problems may be. The boys’ evaluation is more general, and except for page 5 may not need major revision because of changing styles.)
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23.
Giving Joyously
LESSON PURPOSE
To explore stewardship responsibilities and privileges.
PERFORMANCE OBJECTIVES General:
Knows principles of stewardship.
Accepts responsibilities and privileges. Specific:
OUTLINE
Lead-in: Modern spending habits and Corinthian stewardship.
Bible Writers: Bible principles concerning giving.
Modem Messengers: Acts of the Apostles commentary on 2 Corinthians 8 and 9. Mean to You: Giving as a pleasure.
ASSIGNMENT (for 1st day)
Read the Lead-in and do numbers 1 through 9.
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Write answers to numbers 10 and 11. Be prepared to discuss any one of the Optional Discussion questions on pages 121 and 122.
(for 2nd day)
1.	Review the Lead-in. Ask students to underline the quo-tations from 2 Cor. 8:3-5 and AA 343.
2.	Discuss questions 1 through 8.
3.	Invite students to share passages which they underlined in 2 Corinthians 8 and 9.
4.	Allow time to work on the following day’s assignment.
PRESENTATION (for 1st day)
1.	Discuss questions 10 and 11.
2.	Call for student responses to the Optional Discussion questions selected by each student.
3.	Call for Optional Project reports.
(for 2nd day)
1.	Ά manager of another’s property.
2.	Paul introduced the subject of stewardship in 2 Corinthians because the Corinthian believers were behind in their pledges to help relieve their Judean brothers.
SUGGESTED
ANSWERS
(Bible
Backgrounds)
3.	Principles of stewardship mentioned by Paul in 1 Cor. 9: 7-14 include:
a.	Those who ministered at the temple were supported by the temple.
b. Those who preach the gospel should live by the gospel.
4. Christian stewardship is based upon recognition of the following facts:
a. God owns the earth, the silver, the gold.
b.	God gives us the power to get wealth.
5.	In Israel each person was to return a tenth of his increase for the support of the ministry.
6.	The tenth was computed on the increase.
(NOTE: The RSV speaks of bringing tithes on the ”yield.” The KJV says on the ”increase.”)
7.	Mai. 3:8-11 mentions a twofold financial obligation— tithes and offerings.
(Bible Writers)
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8.	The collection mentioned in 1 Cor. 16:1-4 is an example of the second obligation—offerings.
9.	Answers will vary; they should include 2 Cor. 8:9, 15 and 9:6-9.
Optional
Discussion
(NOTE: Share the context of the quote from 3T 395.
Notice the standing promise.)
*	Paying a faithful tithe does not mean God will work a miracle to help you meet your obligations if you over-extend yourself. He expects us to use good judgment and to limit our wants.
*	In Phil. 4:19 God promises to provide for all our ”needs" —not all our wants.
*	Obviously, yes.
*	Those who rob God also rob themselves, for they limit what God can do for them.
10.	a. Answers will vary.
b.	The two principles stated in AA 339 are (1) To give, give, and (2) to get, get. Most people build their life philosophy around the second of these two principles.
c.	In Luke 12:48 Jesus gave this stewardship principle: "Every one to whom much is given, of him will much be required.”
In AA 337, 338 the application made of Luke 12:48 is that since our privileges "far exceed those of the Jewish nation” our obligations ”are much greater them were those of ancient Israel.”
d.	The statement in AA 344 that ”spiritual prosperity is closely bound up with Christian liberality” could be stated like this: the more you deny self in order to be liberal, the more prosperous your spiritual experience will be.
(Modern
Messenger)
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e.
(NOTE: The story of the rich man who pulled down his bams and built larger ones illustrates a common attitude among non-Christians. He relied upon himself, and left God out of the picture. When he was ready to enjoy his gains, everything became worthless to him. The Christian, like the non-Christian, will manage and invest wisely, but as a steward of God’s property.)
II.	"He whose heart is aglow with the love of Christ will regard it as not only a duty, but a pleasure, to aid in the advancement of the highest, holiest work committed to man—the work of presenting to the world the riches of goodness, mercy, and truth" (AA 338, 339) .
* Principles concerning the wages a pastor or minister
should receive include: (a) It should never be necessary for God’s chosen messengers to go into secular employment to support themselves; (b) The work of leading souls to Christ is of more importance than ordinary business, and those who engage in this work should receive "ample remumer-ation" (AA 341).
(Mean to You)
Optional
Discussion
Answers will vary.
*
WHAT THE AVERAGE	WHAT ACTS OF THE
NON-CHRISTIAN WOULD	APOSTLES
PROBABLY SUGGEST	SUGGESTS
How to make	Rely only	upon human	"Let them place it
your property	resources	for protec-	in the hands that
secure	tion.	bear the marks of
the crucifixion"
(AA 345) .
How to get the	Use them for your-	"Let them	use	it to
most pleasure	self—in eating,	bless the	needy and
out of your	drinking,	traveling/	suffering" (AA
possessions	pleasure seeking.	345).
How to increase	Expand your business;	Let them honor the
your posses-	invest your funds	in	Lord with	the	first-
sions	stocks and bonds;	fruits of	all	their
secure the best in- increase terest rates.
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RESOURCE	1. "I can’t afford to be honest"
MATERIALS
"I just can’t afford to tithe״ is one
of the most commonly offered excuses given by those who don’t tithe.
The excuse could be rephrased. ”1 just can’t afford to be honest.”
It doesn’t sound right, does it?
"Will man rob God?" the Lord asks. "Yet you are robbing Me," He declares. "But you say, ’How are we robbing thee?’ In your tithes and offerings. You are cursed with a curse, for you are robbing me; the whole nation of you" (Mai. 3:8, 9).
"You are cheating Me," is Moffatt’s translation. Through the Holy Spirit it is called "embezzling" the property committed to us "in trust to be returned to the Lender"
(3T 394).
"Bring the full tithes into the storehouse," is the Lord’s command (Mai. 3:10). "No appeal is made to gratitude or generosity. This is a matter of simple honesty. The tithe is the Lord’s; and He bids us return to Him that which is His own" (Ed 138, 139).
"All that is withheld of that which God claims, the tenth of the increase, is recorded in the books of heaven as robbery against Him. Such defraud their Creator"
(3T 394).
Wouldn’t honesty be a better policy?
2. Can you afford not to tithe?
Robbery of God carries with it many self-inflicted privations—some far greater than mere material loss.
What kind of Christian experience, for example, can you have while knowingly neglecting to pay tithe?
"In those who possess it, the religion of Christ will reveal itself as a vitalizing, pervading principle, a living, working, spiritual energy. There will be manifest the freshness and power and joyousness of perpetual youth" (COL 130).
But how can anyone guilty of embezzling from the Lord have this kind of Christian experience? In the words of another:
"Can we expect to enjoy peace of mind and the approval of God while walking directly contrary to the teachings of His word?" (4T 644).
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And can you expect the Lord to answer your prayers while you are robbing Him? ״Have you been honest with God?
• . . If we withhold from Him that which is His own, how can we claim His blessing? If we are unfaithful stewards of earthly things, how can we expect Him to entrust us with the things of heaven? It may be that here is the secret of unanswered prayer״ (COL 144).
As for the difference that tithing makes in our material prosperity, Heaven draws this lesson from the history of the Hebrew people:
״Through His blessing He made their nine-tenths worth more to them than the entire amount without His blessing.
If any, through selfishness, robbed God or brought to Him an offering not perfect, disaster and loss were sure to follow them. God reads the motives of the heart, He is acquainted with the purposes of men, and will mete out to them in His own good time as they have merited" (3T 404).
"Prove Me," God invites. "Bring all the tithes into the storehouse," He urges. "If you do, I will open up the windows of heaven for you and pour out a blessing so great you wonft have room enough to take it in! Try it!
Let Me prove it to you!" (Mai. 3:10, LB).
3.	Computing the tithe
"Thou shalt surely tithe all the increase," the Scriptures instruct (Deut. 14:22, KJV).
"As to the amount required, God has specified one tenth of the increase. This is left to the conscience and benevolence of men, whose judgment in this tithing system should have free play. And while it is left free to the conscience, a plan has been laid out definite enough for all. No compulsion is required" (3T 394).
The dictionary defines increase as "addition or enlarge-ment in size, extent, or quantity," "something that is added to the original stock by augmentation or growth (as offspring, produce, profit.)"
With a farmer, a business proprietor, or a physician, the increase would be computed by deducting from the gross income any expense involved in securing that income.
With a storekeeper, for example, this would include the business property rent and utilities, the cost of goods sold, outlay for hired help, advertising, taxes and in-surance on the business property, etc.
With those who work for a salary, the question sometimes
arises as to whether one tithes the total salary, or
only the take-home pay. Everything deducted is for services
£09
received. Taxes, for example, range from the maintenance of national security to making sure products are properly labeled. Shouldn’t money expended for these services be tithed just as faithfully as the money used to pay the home electric bill?
When there is any doubt as to whether or not something is an increase, would it not be well to give God the benefit of the doubt? As a guiding principle for all our giving, this principle has been suggested:
flIn determining the proportion to be given to the cause of God, be sure to exceed, rather than fall short, of the requirements of duty” (4T 485).
In view of the awesome sacrifice made on Calvary, how can we ever be miserly in computing our tithe?
Investment opportunity
Would you like to invest $7 and get back $1 million dollars
A mere $7 invested in the Ford motor company in the early 1900’s would now be worth over $1 million dollars. That’s a return of $133,000 for each dollar invested.
One person won to Christ ”is of more value than the entire world" (Ev 324). ”Let it be considered that every dollar may represent a soul, for someone might be brought to a knowledge of the truth through the use of that dollar in the missionary work” (TM 179).
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24.
Sufficient Grace
LESSON PURPOSE
To study the promises of 1 and 2 Corinthians, and to summarize three prominent truths of this unit.
PERFORMANCE OBJECTIVES General:
Knows promises of 1 and 2 Corinthians.
Understands the concept that a command is a promise.
Claims promises.
Specific:
OUTLINE
Lead-in: Last day situations in which it will be important to know Bible promises.
Modern Messenger: Enlargement from GC 635-641 of the preceding situations.
Bible Writers: Review of Bible promises and commands found in 1 and 2 Corin-thians.
ASSIGNMENT (for 1st day)
Read the Lead-in and write a completion of the narrative as assigned in question 1.
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132
Write answers to questions 2 through 5; read and be prepared to summarize WORTH THINKING ABOUT.
1.	Invite several to share the narrative written to complete the Lead-in.
2.	Let the class underline in their Bibles the promises mentioned in number 4. (Note: As you underline take time to discuss ideas that seem especially relevant to the present needs of your class.)
1.	Continue underlining promises mentioned in question 4 if you have not finished this exercise.
2. Discuss and share answers to numbers 2, 3, and 5.
3. Ask students to summarize in writing the key concepts in WORTH THINKING ABOUT, possibly as a quiz or as an open-book exercise.
I. Answers will vary.
2.	An underlining assignment.
3.	Answers will vary.
4.	An underlining assignment.
5.	Answers will vary. Possible examples include:
a.	"Let him who boasts, boast of the Lord" (1 Cor. 1: 31).
b.	"Moreover it is required of stewards that they be found trustworthy" (1 Cor. 4:2) .
c.	"Shun immorality" (1 Cor. 6:18).
d.	"Take care lest this liberty of yours somehow become a stumbling block to the weak" (1 Cor. 8:9) .
e.	"Do not be idolaters" (1 Cor. 10:7).
f.	"Whether you eat or drink, or whatever you do, do all to the glory of God" (1 Cor. 10:31).
"Be steadfast, immovable, always abounding in the work of the Lord, knowing that in the Lord your labor is not in vain" (1 Cor. 15:58) .
(for 2nd day)
PRESENTATION (for 1st day)
(for 2nd day)
SUGGESTED
ANSWERS
(Modem
Messenger)
(Bible Writers)
ST-
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h.	"Be watchful, stand firm in your faith, be courageous, be strong" (1 Cor. 16:13).
i. "Let all that you do be done in love" (1 Cor. 16:14).
j.	"Be reconciled to God" (2 Cor. 5:20).
k.	"Therefore come out from them, and be separate from them, says the Lord, and touch nothing unclean; then I will welcome you, and I will be a father to you, and you shall be my sons and daughters, says the Lord Almighty" (2 Cor. 6:17, 18).
(NOTE: Upon completion of this lesson call attention to the Optional Project. Encourage students to begin work on this project for personal benefit.)
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25.
Summing It Up
LESSON 14
1.	The privilege of being an ambassador for Christ is the "highest honor" God can bestow. It far surpasses the privilege of being an ambassador for a secular government.
2.	Paul was anxious that the Christians at Corinth live exemplary lives because Corinth was a large commercial center where they would have contact with many people, including visitors from other countries.
Adventist youth who are consecrated to God can have a mighty influence, especially in this age of youthful unrest.
3.	Answers will vary. See answer in this manual for Lesson 14, question 4b, for a list of qualifications.
4.	Answers will vary.
LESSON 15
5.	For a concise summary of the custom which provided the background for 2 Cor. 2:15, 16 see the AA 326 quotation on page 77 of A Closer Walk.
6.	Answers will vary.
LESSON 16
7.	Paul illustrated the fraility of human life by comparing it to a tent, James by comparing it to a morning mist, and Isaiah by comparing it to the grass of the field.
8.	a. 2 Cor. 6:2 emphasizes that now is the time to accept salvation.
This needs emphasis because of our tendency to postpone a decision for Christ.
b.	2 Cor. 5:17 indicates that a Christian becomes a new person. This is especially relevant today because there are so many superficial conversions in which the life does not change noticeably.
c.	2 Cor. 3:18 states that we are changed by beholding Christ. This statement shows how we can be changed.
9.	In the transaction of becoming a Christian the sinner gives his sins to Christ and in return receives Christ's righteousness.
10.	When the enemy seeks to overwhelm you with thoughts of your sinfulness , tell him that Christ died to save sinners.
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11.	The Bible examples selected will vary. God’s plan has always been that "the line of demarcation" between His people and the world be "decidedly apparent." The expression "decidedly apparent” indicates a difference that is easily seen.
12.	Principles from 2 Cor. 6:14 through 7:1 include:
a.	Do not be unequally yoked with unbelievers.
b.	Come out and be separate from non-believers.
c.	Be cleansed from all filthiness of the flesh and spirit.
Principle a. is especially applicable to marriage and to business partnerships. Examples b. and c. are applicable to areas such as amusements, recreation, dress, etc.
13.	If God’s children fully conformed to His word some people of the world would regard them as odd, straightlaced,
and extreme. If in our nonconformity we would be pleasant and humble, however, this criticism would frequently change to admiration.
14.	a. "The reason we have had so little influence upon
unbelieving relatives and associates is that we have manifested little decided difference in our practices from those of the world" (FE 289) .
b.	"When we reach the standard that the Lord would have us reach, worldlings will regard Seventh-day Adventists as odd, singular, strait-laced extremists” (FE 289).
15.	See the answer in this manual, Lesson 17, number 11, and the 5T 43 quote found on page 87 of A Closer Walk.
LESSON 17
LESSON 18	16.	2 Cor. 2:11 suggests that we should not be ignorant of
Satan’s devices. The relevance to Adventist youth of 2 Cor. 2:11 is underscored by this statement: "There is nothing that the great deceiver fears so much as that we shall become acquainted with his devices" (GC 516).
17. Four things Satan uses to separate us from Christ include:
a.	The pleasures of the world.
b.	Life's cares and perplexities.
c.	The faults of others.
d.	Our own faults and imperfections.
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18.	The nine techniques are as follows. Answers will vary as to which of these techniques students think Satan most often uses.
a.	Appealing to man’s physical nature
b.	Using an "attractive disguise" approach
c.	Leading people from one wrong step to another
d.	Arguing "just this once"
e.	Getting people to rationalize
f.	Conditioning the mind to impurity
g.	Planting seeds of doubt
h.	Intermingling good with bad
i.	Creating an atmosphere hostile to heavenly influences
19.	Sin is blinding in its nature. Often those blinded by Satan won’t "see anything wrong" with things for-bidden by Scripture.
20.	The remedy for spiritual blindness is the discernment gained through prayer and a study of God’s Word. In 1 Kings 3:9 Solomon prayed for discernment to see the difference between good and evil. In Rev. 3:18 the eyesalve mentioned "is that wisdom and grace which enables us to discern between the evil and the good, and to detect sin under any guise" (4T 88).
21.	Idleness is "the greatest curse that can fall upon man" because vice and crime are its inevitable fruits.
22.	For a list of principles which you can use to determine whether a leisure activity is appropriate for a Christian see answers in this manual, Lesson 19, numbers 2 and 3.
23.	Because love for God ennobles our desires, intensifies our affections, and brightens every worthy pleasure,
the Christian enjoys life far more than the non-Christian
24.	Answers will vary.
LESSON 19
LESSON 20	25. A person who shuns exercise is far more likely to become
depressed or discouraged than one who exercises regularly Exercise vastly increases the lifegiving flow of oxygen to the cells, which in turn vitalizes the nervous system and imparts composure and serenity to the mind.
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26.	Fresh air provides the following benefits:
a.	Purifies the blood
b.	Revitalizes the nervous system
c.	Refreshes the body
d.	Imparts composure and serenity to the mind
e.	Increases the appetite
f.	Improves digestion
g.	Induces sound sleep
27.	Seventh-day Adventists should secure experience in outdoor living so they will be better prepared for the last day times of trouble.
28.	Every opening bud and blossoming flower is an expression of God1 s love for His children.
29.	Recreation, when true to its name, re-creates and refreshes. Amusement entertains, but generally does not refresh.
30.	At times amusement can serve the useful purpose of de-tracting a child from mischief.
31.	Leisure time activities can be evaluated on a graduated scale of acceptable, good, better, best. One example of each would be:
acceptable -	watching a wholesome	TV program
good	-	playing ball
better	-	hiking
best	-	useful work or	helping	others
32.	Answers will vary.
33.	The dress of Christ's followers symbolizes purity and modesty.
LESSON 21
LESSON 22	34. Christians should not be different just to be different.
But if in order to be modest they find themselves out of fashion, they should humbly pursue a straightforward course, irrespective of applause or of censure.
35. Religious movements of the past have lost their power by yielding their simplicity and conforming to the customs of the world.
14-EBT-II
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36.	Five fruits of genuine revival are:
a.	Changed lives—Christians separate themselves from former lusts.
b.	Meekness and lowliness.
c.	Genuine reformation—sinners return what has been robbed, and make things right with God and man.
d.	Fashions of the world laid aside.
e.	Earnest prayer for the salvation of others.
37.	The influence of fashion on the church has caused concern in heaven because:
a.	Fashion is doing more than any other power to separate people from God.
b.	The example of Christians who follow worldly fashions is causing souls to be lost.
38.	Promises from Joel 2 include:
a.	The Lord will pity His people.
b.	The Lord will do '1great things."
c.	The Lord will send "abundant rain"—both the early and latter rain.
d. The Lord will be "in the midst of Israel."
e. The Lord will pour out His Spirit on all flesh.
f.	"All who call on the name of the Lord shall be delivered."
39.	The conditions to be met in order for the preceding promises to be fulfilled include:
a.	A spirit of heart-searching and repentance of sin.
b.	A united seeking of the Lord in solemn assemblies.
c.	Much prayer.
40.	Answers will vary.
41.	The principle suggested is that at the start of each day we lay all our plans before the Lord and wear only that which His Spirit sanctions.
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a.	The cross of Christ should be the center of attention.
b.	The Holy Spirit should be given an all-controlling part in our personal lives and on our campuses.
c.	We should show by changed lives that Christ really does make a person different.
LESSON 23	42. Answers will vary.
LESSON 24	43. Answers will vary.
44.	Since all God’s biddings are enablings every command is a promise.
45.	Answers will vary.
46.	Three truths which stand out from our study of 1 and 2 Corinthians include:
APPENDIX A
THE RELATIONSHIP OF DRESS TO SUCCESSFUL WITNESSING
(This evaluation is for personal use only. Evaluate each question, and write your reaction in the space provided.)
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Several principles applicable to men’s dress are mentioned in Scrip-ture. Read the summary on page 3. Do you think modern day Christians should follow these principles and standards?
1.
For years the clothing industry has exploited women by constantly intro-ducing new and often faddish styles. The industry has recently dis-covered that men’s fashions offer just as profitable a market.
2.
What attitude should a Christian fellow take toward fads? Read the criteria under ”Evaluating Styles" on page 4. Would you delete any of these criteria as unimportant? Are there any you would add?
Some Christians have felt that to reach rebellious and turned-off youth with the gospel, we need to adopt some of their customs and styles. Others feel that this approach lowers Christian principles to accommodate human weakness, and gains few lasting converts. Read the Bible statements and the Spirit-given comments under "Called to be Different" on page 4, and give your reaction to these principles.
3.
An important Bible principle is that there should be a plain distine-tion between the dress of men and women. Read the contrasting state-ments on page 5. What major problems do you think are caused by the blurring of the distinctions between the dress of men and women?
4.
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6. Does your manner of dress
If not, what changes would to become a positive witness
Read "The Witness That Wins" on page attract people to Christ and purity? you need to make for your appearance for Christ?
5
Ellen White wrote to the students at Battle Creek College that "the reason we have had so little influence upon unbelieving relatives and associates is that we have manifested little decided difference in our practices from those of the world11 (FE 289) · In the same letter is this promise:
6.
"By conforming entirely to the will of God, we shall be placed upon vantage ground, and shall see the necessity of decided separation from the customs and practices of the world. We are not to elevate our standard just a little above the world’s standard; but we are to make the line of demarcation decidedly apparent" (FE 289).
Doesn’t this suggest a non-faddish, basically Biblical witness both in appearance and manner—a witness that cannot be criticized by any of the millions who still cherish conservative values? Are you willing to make that kind of commitment, so that like Paul, you will not cause others to stumble? If so, why not make a commitment to the Lord by praying a prayer similar to the following?
Dear Lord, I want my clothes to witness to the power of Christ in my life. With your guidance I will select and wear only styles which will bring honor to you.
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BIBLE PRINCIPLES OF DRESS
Cleanliness	"Let them wash their garments, and be ready by the third
day; for on the third day the Lord will come down upon Mount Sinai in the sight of all the people" (Ex. 19:10, 11).
"The necessity of personal cleanliness was taught in the most impressive manner. Before gathering at Mount Sinai to listen to the proclamation of the law by the voice of God, the people were required to wash both their persons and their clothing. This direction was enforced on pain of death. No impurity was to be tolerated in the presence of God" (MH 279).
Distinction	"A woman shall not wear anything that pertains to a man,
between sexes	nor shall a man put on a woman’s garment; for whoever does
these things is an abomination to the Lord your God" (Deut. 22:5, RSV).
"Does not nature itself teach you that for a man to wear long hair is degrading to him, but if a woman has long hair, it is her pride?" (1 Cor. 11:14, 15, RSV).
Modesty	"And the Lord God made for Adam and for his wife garments
of skins, and clothed them" (Gen. 3:21, RSV).
Avoiding appearance "Abstain from all appearance of evil" (1 Thess. 5:22, KJV) . of evil
Not calling	"I do not seek my own glory" (John 8:50, RSV).
attention to
self	"If our hearts are united with Christ’s heart, we shall
have a most intense desire to be clothed with His righteous-ness. Nothing will be put upon the person to attract atten-tion, or to create controversy" (TM 130, 131).
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EVALUATING STYLES
In evaluating styles a Christian fellow can ask questions such as these:
1.	Are there Scriptural principles which forbid it?
2.	Is it in harmony with the humble, self-denying example of Christ?
3.	Will it help me to reflect the purity of Christ?
4.	Will I be associated with rebellious or immoral attitudes by adopting it?
5.	Will I hinder my witness for Christ by adopting it?
CALLED TO BE DIFFERENT
"For you are a people holy to the Lord your God; the Lord your God has chosen you to be a people for his own possession, out of all the peoples that are on the face of the earth" (Deut. 7:6, RSV).
"Do you not know that friendship with the world is enmity with God? Therefore whoever wishes to be a friend of the world makes himself an enemy of God" (James 4:4, RSV).
,1Christians are constantly seeking to imitate the practices of those who worship the god of this world. Many urge that by uniting with worldings and conforming to their customs, they might exert a stronger influence over the ungodly. But all who pursue this course, thereby separate from the Source of their strength. Becoming the friends of the world, they are the enemies of God. For the sake of earthly distinction they sacrifice the unspeakable honor to which God has called them, of showing forth the praises of Him who hath called us out of darkness into his marvelous light" (PP 607).
"Many, I saw, dressed like the world to have an influence. But here they make a sad and fatal mistake. If they would have a true and saving influence, let them live out their profession, show their faith by their righteous works, and make the distinction great between the Christian and the world. .
. . If any wish to have their influence tell in favor of truth, let them live it out, and imitate the humble Pattern" (Ellen White in RH 1/6/1863).
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DISTINCTION BETWEEN SEXES
Bible requirements
Statements by designers and others
"A woman shall not wear anything that pertains to a man, nor shall a man put on a womanיs garment; for whoever does these things is an abomination to the Lord your God” (Deut. 22:5, RSV).
"The whole concept of masculinity and fern-inity is being destroyed. More and more girls will wear pants, men will continue to wear long hair. ... I definitely see something called unisex coming and it has nothing to do with masculinity or femin-inity."*
"Does not nature itself teach you that for a man to wear long hair is degrad־־ ing to him, but if a woman has long hair, it is her pride?" (1 Cor. 11: 14, 15, RSV).
"Abstain from all appearance of evil" (1 Thess. 5:22).
"When I study the Scriptures, I am alarmed for the Israel of God in these last days. . . . The distance is widening between Christ and his people, and lessening between them and the world. The marks of distinc-tion between Christfs professed people and the world have almost disappeared. Like ancient Israel, they follow after the abominations of the nations around them" (IT 277).
"God designed that there should be a plain distinction between the dress of men and women, and has con-sidered the matter of sufficient importance to give explicit direc-tions in regard to it; for the same dress worn by both sexes would cause confusion and great increase of crime" (IT 460).
—Rudi Gemrich Designer
"This blurring of sexual roles, insists Dr. Odenwald, a practicing psychiatrist, is wreaking havoc upon the younger gen-eration which, deprived of clear mascu-line and feminine models at home, is compensating for its confusion by de-fying law and order, taking dope or turning to bizarre sexual practices."**
—Book Review of The Disappearing Sexes, by Robert P. Odenwald
"At the university of Minnesota, a 29-year-old graduate student whose campaign poster brazenly features him in high־ heeled shoes is elected president of the school,s student association by a 2 to 1 margin, and in major cities across the country, thousands of young homosexuals, their arms locked affectionately around one another and their fists defiantly clenched in the air, parade proudly through the streets chanting: ,Two, four, six, eight—Gay is just as good as straight*. ... By best estimate of the National Institute of Mental Health, there are some 4 million men and women in the U.S. who consider them-selves homosexuals. . . ."*
*Excerpts from Newsweek, Copyright, Newsweek, Inc., April 14, 1969, p.
70; Aug. 23, 1971, p. 45. Used by permission.
**Insider,s Newsletter, Dec. 13, 1965, p. 4.
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THE WITNESS THAT WINS
In Phil. 2:15 Paul speaks of being "blameless"—"children of God without blemish in the midst of a crooked and perverse generation, among whom you shine as lights in the world." Ellen White comments that *1in no better way can you let your light shine to others than in your simplicity of dress and deportment" (3T 376). Evaluate the following suggestions concerning how to best witness through your appearance.
1.	Christ First: Keep Christ first in your life. His joy and peace in your face will witness to the reality of your faith.
2.	Neat and Clean: Sloppy or dirty clothes often repel. "In dress, as
in all things else, it is our privilege to honor our Creator" (Ed 248).
3.	Stay Fit: Get vigorous exercise every day, eat healthfully, try to get eight hours sleep each night, and maintain an alert, optomistic outlook.
4.	Be Modest: Some fellows, like some girls, have problems here. Let your clothes and the way you wear them reflect the purity of Christ.
5.	Avoid Fads: Stay away from styles and color combinations that call attention to yourself, or to a particular part of your body. Again, the best way to avoid these dress distractions is to stay so close to Christ that they wonft even be an issue for you.
6.	Avoid Feminine Styles: The Bible calls feminine clothes on men "an abomination" (Deut. 22:5). A favorite word picture of Christ is that of a sun-tanned, masculine, outdoor person. Let your appearance reflect His manliness.
7.	Keep Your Hair Neat: The debate over hair length may be around for a while yet. A helpful principle is to avoid anything that would hinder your witness and relationship to Christ (2 Cor. 6:3, LB). Whatever style you select as God’s will for you, keep it neat and clean.
8. Be Thankful and Cheerful: Cultivate thankfulness. A cheerful smile and manner does more for your appearance than expensive or faddish clothes.
9.	Stand for the Right: "Manifest a noble independence and moral courage to be right, if all the world differs" (MYP 350). Determine that you will do the right thing regardless of what the crowd does. That’s freedom.’
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APPENDIX B
LAST DAY FASHIONS—AND GOD'S WILL FOR YOU
(This evaluation is for personal use only. Evaluate each question, and write your reaction in the space provided.)
1.	Read ״,Bible Principles of Dress1״ on page 3· Do you think modern-day Christians should follow these principles and standards?
2.	Read ״״Making the Most of Your Appearance״״ on page 4. Do these suggestions make sense?
3.	Read ״*What״s Happening?״״ on page 5. Notice Satan״s objectives
listed at the bottom of the page· What’s your reaction?
4.	Read ״״Distinction Between Sexes״״ on page 6. What main problems do
you think are caused by the blurring of the distinctions between the dress of men and women?
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Read "A Witnessing Opportunity" on page 7· Are you willing to test your convictions with the Bible and the inspired counsel God has given? Are you willing to live by these convictions no matter what others do?
5.
A girl converted at a Billy Graham crusade said, "From now on I am going to dress as though Jesus were my escort·"
6.
Would you be willing to do the same? If so, will you make a commitment to the Lord by praying a prayer similar to the follow-ing:
Dear Lord, I want my clothes to witness to the power of Christ in my life. With your guidance I will wear only styles which are modest and attractive, and which I would feel at ease wearing in your presence.
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BIBLE PRINCIPLES OF DRESS
GENERAL PRINCIPLES
Modesty and	',Women should adorn themselves modestly and sensibly in
good taste	seemly /,becomingj apparel" (1 Tim. 2:9).
Appropriateness "Consider the lilies of the field, how they grow; they
neither toil nor spin, yet I tell you, even Solomon in all his glory was not arrayed like one of these" (Matt.
6:28, 29).
"In dress, as in all things else, it is our privilege to honor our Creator. He desires our clothing to be not only neat and healthful, but appropriate and becoming" (Ed 248).
Distinction	"A woman shall not wear anything that pertains to a man,
between sexes	nor shall a man put on a woman’s garment; for whoever does
these things is an abomination to the Lord your God" (Deut. 22:5).
Simplicity	Isaiah rebuked the daughters of Zion (i.e., church members)
for wearing ornaments, frills, and other attention-getting devices (Isa. 3:16-23).
Healthfulness	"Your body is a temple of the Holy Spirit. . . . Glorify
God in your body" (1 Cor. 6:19, 20).
SPECIFIC STANDARDS
Gold, pearls, and "Not with braided /,elaborate styled hair, or gold, or pearls, attention-getting or costly attire" (1 Tim. 2:9). hair styles are forbidden
Eye paint is	"When Jehu came to Jezreel, Jezebel heard of it; and she
associated with	painted her eyes, and adorned her head, and looked out of
Jezebel and/or	the window" (2 Kings 9:30). See also Jer. 4:30.
apostasy
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MAKING THE MOST OF YOUR APPEARANCE
The appearance of an attractively dressed Christian girl is one of the most winning aspects of her witness, and gives her several decided advantages. These advantages include (1) a greater influence in winning others to Christ, (2) a greater respect from Christian and non-Christian men alike, and (3) a greater likelihood of meeting and ultimately marrying a fellow with high ideals. Evaluate the following suggestions about how to make the most of your appearance:
1.	Christ first: Keep Christ first in your life. His joy and peace in your life will show in your expression and attract others to Him.
2.	Stay fit: Keep yourself physically fit and your weight under control.
One of the most necessary yet often most neglected aids to good health is some type of vigorous daily exercise. Eat healthfully, get eight hours of sleep each night, and maintain an alert, optimistic outlook.
3.	Sensible tastes: "Distinguish between that which is sensible and that which is foolish in the matter of dress11 (CG 424). Show good taste in color and style; avoid attention-getting fads.
4.	Basic styles: Build a wardrobe around basic styles which will always be appropriate. The main purpose for ever changing styles is to put pressure on you to buy new clothes more often. A wardrobe built around basic styles can save you money as well as enhance your appearance.
5. Cherish modesty: Select garments which reflect the purity of Christ.
Even in the very important matter of being able to meet the right fellow, modest styles do more to make a girl attractive than does the careless exposure of too much of herself.
6.	Beautiful hair: Keep your hair well groomed. A girl’s hair, to quote Paul, is "a glory to her" (1 Cor. 11:15, KJV) .
7.	Cherish femininity: Unisex is contrary to God’s plan. He made us "male and female" (Gen. 1:27). Let your clothing reflect your God-given role of feminine loveliness.
8.	Be thankful and cheerful: Cultivate thankfulness. A cheerful smile and manner does more to attract than expensive or faddish clothes.
9.	Stand for the right: "Manifest a noble independence and moral courage to be right, if all the world differs" (MYP 350). Determine that you are going to do right regardless of pressures.
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WHAT'S HAPPENING?
What we	"It will be as it was in the time of Lot." "That
can	is how it will be on the day the Son of Man is revealed"
expect	(Luke 17:28, 30, TEV).
"Satan is constantly devising some new style of dress that shall prove an injury to physical and moral health; and he exults when he sees professed Christians eagerly accepting the fashions that he has invented" (4T 634, 635)·
The	״We’re living in a Babylonian society perhaps more Babylonian
Fulfillment than Babylon itself. It’s what’s called a late sensate period.
The emphasis in our society is on the senses and the release of the sensual."*
—Max Lerner, historian
"To bring out the beast in him, it’s form fitting, designed to cling with slithering comfort."
—A fashion advertisement
"Mini-clothes are symbolic (of girls who don’t want to wait till dark)...."*
—Mary Quant, designer of mini-skirt
"The miniskirt is probably the greatest (sex) media of all."*
—Editor, underground newspaper
"Of all the lawmen surveyed, 83 per cent agreed: A normally sexed young man will be more likely to think in the direction of overt sex activity by the strip-tease effects of a short skirt wearer, seated, than by any other public fashion in history."
—Paul Harvey, newscaster
*Excerpts from Newsweek, Copyright, Newsweek, Inc., Nov. 13,
1967, pp. 75, 76; April 14, 1969, p. 70. Reprinted by permission.
Satan’s	Separate God’s people from Him—"Obedience to fashion is pervad-
objectives	ing our Seventh-day Adventist churches, and is doing more than
through	any other power to separate our people from God" (4T 647).
fashion
Weaken the influence of the church—"Will the influence of the church be what it should be, while many of its members obey the dictates of fashion, rather than the clearly expressed will of God?" (MYP 355, 356).
Hinder the outpouring of God’s Spirit—"How can we expect the presence and aid of the Holy Spirit while we suffer these things to exist among us?" (MYP 356) .
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DISTINCTION BETWEEN SEXES
Bible requirements
Statements by designers and others
"A woman shall not wear anything that pertains to a man, nor shall a man put on a woman’s garment; for whoever does these things is an abomination to the Lord your God” (Deut. 22:5).
"Does not nature itself teach you that for a man to wear long hair is degrad-ing to him, but if a woman has long hair, it is her pride? (1 Cor. 11:14,
15).
"Were the apostle Paul alive, and should he behold women professing godliness with this style of dress (a style resem-bling that worn by men) , he would utter a rebuke" (IT 460).
"God designed that there should be a plain distinction between the dress of men and women, and has considered the matter of sufficient importance to give explicit directions in regard to it; for the same dress worn by both sexes would cause confusion, and great increase of crime" (IT 460).
"When I study the Scriptures, I am alarmed for the Israel of God in these last days. . . . The distance is widen-ing between Christ and his people, and lessening between them and the world.
The marks of distinction between Christ’s professed people and the world have almost disappeared. Like ancient Israel, they follow after the abominations of the nations around them" (IT 277).
"The whole concept of masculinity and fern-ininity is being destroyed. More and more girls will wear pants, men will continue to wear long hair. ... I definitely see something called unisex coming and it has nothing to do with masculinity or femin-inity."*
—Rudi Gernrich
Designer of topless swim wear
"This blurring of sexual roles, insists Dr. Odenwald, a practicing psychiatrist, is wrecking havoc upon the younger genera-tion which, deprived of clear masculine and feminine models at home, is compen-sating for its confusion by defying law and order, taking dope or turning to bizarre sexual practices."**
—Book review of The Disappearing Sexes by Robert P. Odenwald
"At the university of Minnesota, a 29-year-old graduate student whose campaign poster brazenly features him in high heeled shoes is elected president of the school’s student association by a 2 to 1 margin, and in major cities across the country, thousands of young homosexuals, their arms locked affectionately around one another and their fists defiantly clenched in the air, parade proudly through the streets chanting: ’Two, four, six, eight—Gay is just as good as straight. ’"*
*Excerpts from Newsweek, Copyright, Newsweek, Inc., April 14, 1969, p. 70; Aug. 23, 1971, p. 45. Reprinted by permission.
**Insider’s Newsletter, Dec., 13, 1965, p. 4.
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A WITNESSING OPPORTUNITY
Paul wrote that Christians should be "blameless and innocent, children of God without blemish in the midst of a crooked and perverse generation, among whom you shine as lights in the world" (Phil· 2:15)·
The more "crooked and perverse" fashions become, the greater will be the influence of a modestly dressed Christian. Think of it this way: In no better way can you let your light shine than in your modesty and simplicity of dress (see 3T 376).
This takes both conviction and courage. Ellen White had fashion trends in mind when she wrote: "Manifest a noble independence and moral courage to be right, if all the world differs" (MYP 350)·
Conviction is the result of a willing attitude to follow the Lord, sincere study to know what is right, and earnest prayer for a faith to do God's will·
In your Bible study look for principles, and then apply them in practical life. In 1 Tim. 2:9, 10, for example, Paul urges modesty of dress· But what constitutes modesty? In Ex· 20:25, 26 the children of Israel were instrue-ted not to build steps on their altars lest they expose nakedness while standing on the steps. Does this suggest that whatever style a girl selects, her dress should be sufficiently full and long so that when she is seated she will be comfortably and adequately covered? Would this be a practical application of the principles in 1 Tim· 2:9, 10 and Ex· 20:25, 26?
Compare the principles in Deut. 22:5 with the girls' fashion of publicly wear-ing faded, masculine-looking jeans· See also the comments on page 6 of this evaluation. Can a girl ask God's blessing on her witness while wearing clothes which God calls an "abomination"?
For further study of these and similar topics see the following references. Though these messages deal with issues of an earlier era, each contains principles which apply today· In "Power of Example" (IT 274-287) con-sider whether or not principles from the statements about hoops apply to some modern styles·
"Power of Example," IT 274-287 (good taste; modesty; hoops).
"Reform in Dress," IT 456-466 (skirts that dragged the ground; masculine styles worn by women)·
"Simplicity in Dress," 4T 628-648 (frills and ornaments)·
Courage to live one's convictions comes from Jesus. "I can do all things through Christ," Paul said (Phil· 4:13, KJV). So can you. God's promise is "Those who honor Me I will honor" (1 Sam. 2:30).
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APPENDIX C I DON’T, BECAUSE
"The wedding ring Ed slipped on my finger the night we were married was destined to brilliant spotlighting and final oblivion. After the ceremony, three months of life together glided by on the velvet of young love before we hit the sandpaper of reality: Ed was called into Army service just before World War II. I went to live with my folks.
"For almost two years my husband was stationed only four miles from home, and I could see him often. What comfort and confidence my wedding ring furnished as I would travel with him or to see him. When he was shipped overseas for three endless years, the ring’s importance grew.
"I considered it a protection in spite of the fact that a young engineer, admittedly a husband and father, invited me to dinner on the theory that there was no reason for me to sit at home just because Ed was overseas. His home was many miles away, and he was lonesome.
"The idea enraged me—it was an insult to the men in the fighting lines to have exempted fellows take advantage of their absence. He laughed at my ’piety’ and sought more cooperative company.
"One Christmas I went by train to visit my parents. I was surrounded by G.I.’s who had the idea to ’Catch what fun you can before the battle.’ Pickups were common, and all around me girls wearing wedding rings were pairing off with soldiers who probably were married too.
"A neatly dressed, beetle-browed civilian with thinning blond hair, was steadily empting the car of everyone under thirty by enticing the young folks into the bar with the offer to pay the bill. About one o’clock in the morning he sat down beside me and asked, ’Why don’t you join the party? We’re having a swell time, and the treats are on me.’
"’No, thank you,’ I said with finality.
"’Oh, now shape up, honey. Have a drink.’
"Ί don’t drink liquor or beer.’
"The look he gave me implied, Ί don’t believe that stuff.’ However, he settled back and began asking questions. There was something sinister about him that frightened me, and my replies were pointed and brief. At last, temporarily satisfied that No meant No, he left to join the gay crowd.
"By nine the next morning we were nearing the city where I was to leave the train. Again the beetle-browed man with the thinning hair slipped into the seat beside me.
"’Where do you live?’ he asked.
"’About twelve miles from the city.’
"’I’m on my way to New York. Wish you would come too.’
"Silently I stared out the window. How I wished I had arranged for someone
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to meet me·
"’How’s about it?’ he urged.
״’No,’ I replied shortly.
"My disinterest in the things that held vital importance for him seemed to intrigue him, and his flattery increased my jitters. When the station was reached and I climbed down the train steps I breathed in relief and hurried away.
"As I walked toward the bus loading platform a hand grasped my arm, and a now-familiar voice asked, ’May I see you home?’
"’But you were going to New York,’ I gasped.
"Ί changed my mind.’
"Terrorized, I darted back into the milling crowd and hid myself in its density. Still I failed to accept the evidence that a wedding ring doesn’t protect a woman.
"The years tagged one behind the other until nearly five had passed. I was living in Florida with my parents, and suddenly the poinsettias were more brilliant, the luxuriant St. Augustine grass greener, the sandy-bottomed lake bluer, and the sun brighter. The stars bent low and whispered beautiful things to me; the moon was never so lovely. Ed was on his way home!
"At long last we were together, and what had been mere existence became joy-ous living. Even Sabbath school and church services held added interest.
Our church has a small membership, and I was the only member who wore a wedding band. For the first time I became a bit uncomfortable about it.
When called on for a mission talk I would try to keep my left hand hidden.
The anesthesia of self-satisfaction was gradually wearing off. I suggested to Ed that the ring be removed because of the influence it might have on others. He was deeply hurt.
"’Donna, when I put that ring on your finger I put it there to stay, and I don’t want you to take it off.’
"The ring stayed put, and the gnawing sensation increased.
"I was secretary to an Adventist doctor, and one of his nurses, a fine Christian girl, wore a ring. Surely it must be all right, I argued in my eager search for justification.
,1One day mother and I went into a jeweler’s shop to leave my watch for repairs. Recognizing me as his physician’s secretary, the jeweler introduced me to his wife. ’Mrs. Lee is Dr. Mack’s secretary and is a Seventh-day Adventist,’ he explained. ’Even young married women of her church don’t wear wedding rings.
Isn’t that amazing?’
"Before I could protest, he said, ’Here, let us see your left hand.’
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11I	felt exactly like I did the day I tumbled off the shed roof when I was nine years old! I had the breath completely knocked out of me then, and now I was equally breathless. Dimly I heard a voice saying, ’That was true in years past, but many of the present generation wear them. Most of them are modest and inexpensive.י My dear mother was trying to protect her wounded chick.
"For a fact, I can’t remember anything more that was said. I’d like to forget the whole thing.
"A few weeks later we visited a couple who were comparatively new church members. When we got up to leave, our hostess said, ’Oh, Mrs. Lee, I’m tempted to put my ring back on since seeing you wearing a wedding band. When you gave a mission talk recently, I noticed your ring and said to myself,
"It must be all right; she wears one."’
"On the way home Ed and I made a sorry compromise—we decided the ring should not be worn to church.
"Every time I prayed, that ring got in my way. Communion was mockery, and I excused myself as often as possible. I wondered how many people had stum-bled over that sliver of white gold. Snatches of two Bible texts kept creep-ing into my mind—somthing Paul said about taking heed, about offending, and about a stumbling block. I found these texts and read them all the way through. ’But take heed lest by any means this liberty of your’s become a stumbling block to them that are weak’ and ’Wherefore, if meat make my brother to offend,
I will eat no flesh while the world standeth, lest I make my brother to offend’ (1 Cor. 8:9, 13).
"Ellen G. White’s words also cut deep. ’That ring encircling your finger may be very plain, but it is useless, and the wearing of it has a wrong influence upon others’ (4T 630). ’Not one penny should be spent for a circlet of gold to testify that we are married’ (TM 181).
"My ring spent more and more time in its satin-lined box. I wore it only when shopping or on a trip. It might have been put away for keeps except that about this time we moved to a city in Oregon. Again we attended a large church, and wearing a wedding ring was more accepted there, although not so popular as in some places where we have lived.
"Conscience dozed restlessly. In eighteen months Ed completed the course of study that had prompted our move, and we joined the rank of workers in a denominational medical institution in a large city. Nurses, dietitians, doctors’ wives, and workers wore rings if they chose.
"’They add dignity and demand respect,’ I was often told. Well, hadn’t that been my argument all along?
"Nevertheless, I kept remembering the two experiences I had had while Ed was in the service, and one night with Ed’s approval the ring was removed. My reaction was relief, but not a wholehearted release—it was more of an Ί had to do it or else I’d never get rid of that awful guilt complex’ sort of feeling.
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"I believe that God was as displeased with my ’big sacrifice1 as He was with the Pharisee’s better-than-thou attitude. But He loved me, was longsuffering, dealt patiently with me—and waited.
״Miserable, I clung to the desire to slip the ring back on my finger, until I squarely faced a series of questions.
"Why did I want to wear it? Not for protection, not as proof of marriage, but because I thought it looked pretty.
"Whom was I trying to please? Truth rung from me an agonized ’self.’ People knew I belonged to Ed, but was I showing them I belonged to Christ? Where was my loyalty as a member of God’s family?
"Was I making a god of a small circle of gold? ’No! no!’ my heart cried, ’You must be my one and only God. There must be no other.’
"The barrier dissolved. In its place came sweet release. Christ was spot-lighted in my heart; love for the bright bit of gold faded to oblivion.
"Several years now have passed. I’m glad God loves me, deals patiently with me—and waits for a heart’s full surrender. Each year my walk with Him has been happier."*
*Donna Lee, "I Don’t, Because . . .," The Youth’s Instructor, Feb. 25, 1964 (Washington: The Review and Herald Publishing Association, 1964), pp. 13, 14.
EFFECTIVE BIBLE TEACHING
Volume II
A TEACHER?S MANUAL for use with the course BREAKTHROUGH WITH GOD fS CHURCH Unit IV
Wayne Judd, Writer
Richard E. Harris, Editor
Scripture quotations, unless otherwise indicated, are from the Revised Standard Version of the Holy Bible, copyrighted 1946 and 1952 by the Division of Christian Education, National Council of Churches, and are used by permission.
Copyright © 1973 by the Department of Education, General Conference of Seventh-day Adventists, Washington, D.C.
All rights reserved
Pacific Press Publishing Association Mountain View, California
Omaha, Nebraska	Oshawa, Ontario
Litho in U.S. A.
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CONTENTS
UNIT IV: Moving Out	Page
Introduction.................................................... 4
Section 1
1·	Tell It to the World................................... 8
2.	"Happiest Year of	My Life"............................... 13
3.	Miller’s Mistake......................................... 18
4.	"I Saw Distinctly, and Clearly"........................ 22
5.	In the Most Holy Place................................... 26
6.	Deciding Who Will Get There............................ 31
Section 2
7.	A Day Worth Dying For.................................... 35
8.	A Sailor Accepts the Sabbath............................. 39
9.	Proclaiming the Sabbath "More Fully"..................... 42
10.	Review and Herald........................................ 46
11.	Adventists and "The Truth"............................... 49
Section 3
12.	Make Us a Name?.......................................... 53
13.	Relief at Last........................................... 57
14.	Trouble at Headquarters.................................. 62
15.	Mid-course Correction.................................... 66
16.	Women of the Advent Movement............................. 70
17.	Inspired to Save Souls................................... 74
Section 4
18.	World Mission............................................ 78
19.	Assignment Accepted...................................... 81
85
20.	The Fitness Revolution
3
21. The "Nicest" Work......................................... 90
22. Minneapolis 1888 ......................................... 95
4
INTRODUCTION
You are about to lead your class into a unit of study which is considerably
different in format and content from the materials you have been using to
this point. For this reason, we advise you to give careful attention to the
following suggestions for implementation of the unit, MOVING OUT.
1.	Because of the greater amount of reading involved in this historical unit, written assignments will be minimized. The major part of the students’ homework will involve reading the material assigned each day.
2.	At the end of each lesson in the student’s book is a summary page. The students should fill in this page as they read the lesson. If there is not enough room on the page adjacent space should be used or a sheet of paper inserted into the book. Obviously, with both the reading and the summary page, the student will be required to do homework. (The entire secondary religion curriculum is designed to include homework. This supports the philosophy that the Bible class is deserving of a significant role in the life and education of the young person.)
3.	Under the heading PRESENTATION in this manual is a quiz on the material assigned. This will help the student isolate key points, and it will provide incentive for study. The answers follow the questions, and are placed in parentheses. Of course, there will be instances where you will allow credit for a correct response not indicated in the suggested answer.
On lessons which include memory work, we suggest that you allow five points for perfect memory responses in quizzes. This would be an equal amount to one point for each of the five questions on each quiz.
4.	Another area to be considered in your presentations is the first item on the summary page, ’1Your Questions for Discussion.11 This could normally come after the quiz. You may choose to assign a certain number of questions or observations for discussion in class—two or three could provide abundant opportunities for interesting classroom exchange. This part of each lesson allows for the students’ perspectives. The questions they ask
may be historical or theological, and if you discover that you cannot answer a question, do the necessary research before the next period. Or you may wish to assign such questions to students and let them report back to the class.
5. In this manual you will find a completed summary for each lesson. This summary coordinates with the student summary page in the textbook. In some lessons there are areas on the summary page which are not applicable, and therefore they are left blank. The students should be aware that they will not always fill in every part of the summary page. For each lesson let the students know in which areas you expect a response.
6.	Working with the completed summary page, you could make a large wall chart
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of the unfolding history of the church. For each lesson, let the students recommend what needs to be included on the chart, based on their lesson summaries. To insure an attractive chart at the end of the unit, let students with artistic ability fill it in each day. You may get some ideas from the charts in L. E. Froom, Prophetic Faith of Our Fathers,
Vol. Ill, pages 266, 207, 330, 331 or L. E. Froom, Movement of Destiny, pages 40, 41, 74, 75.
7.	This unit includes student study projects, or reports, which will provide
a change of pace in classroom procedure. In planning your unit, you should allow approximately ten days of the nine week period for these reports.
There should be enough projects to involve each member of the class. If not, you may exercise the option of requiring oral reports on reading selected from the bibliography at the end of Lesson 1. Perhaps Friday could be report and project day. This manual does not suggest precise scheduling for these reports; they are not even mentioned after Lesson 2.
It is assumed that the teacher will fit them in where he feels they will serve his classroom program the best. Special attention should be given the study projects on the spirit of prophecy following Lessons 16 and 17. Reports are placed in the textbook where they will coordinate effectively with course content. This should be kept in mind when they are scheduled. (Note:	This manual allows 28 days for the 22 lessons. If you have 10
report days, you should still have 7 days in which to review, give tests, and pursue other areas of interest indicated in number 12 of this introduction.)
8.	Memory work: Memory work for Unit IV is included in this manual only. No memory work appears in the student’s lessons. This means that you will write memory items on the board, or duplicate a sheet containing the memory passages for the students. There will be memory work for Lessons 1, 4, 6, 9, 12, 13, 16, 20, and 22. Be sure to include these on your tests.
9.	If you make Fridays your study project days, perhaps you could collect the students’ textbooks each Thursday to check their summary pages, since these pages are not to be torn from the books to be handed in separately.
If Friday is project day, students will not need their books for an assignment on Thursday night. The books should be returned on Friday for their Monday’s assignment.
10.	Testing: We recommend four tests; one after you complete each section of the unit. This would mean giving tests after Lessons 6, 11, 17 and
22.	Use the completed summaries in this manual as a basis for reviews.
11.	In this manual there is no separate resource section. The textbook provides an excellent resource, but in addition to this, you will probably have occasion to consult the following sources frequently, either to expand areas of interest, or to supplement the PRESENTATION sections in this manual.
a.	Jerome L. Clark, 1844, Vols. 1-3. Nashville, Tennessee: Southern Publishing Association, 1968.
b.	L. E· Froom, Movement of Destiny, Washington, D.C.: Review and Herald Publishing Association, 1971.
c.	L. E. Froom, The Prophetic Faith of Our Fathers, Vol. IV.
Washington, D.C.: Review and Herald Publishing Association,
1954.
d.	Francis D. Nichol, The Midnight Cry. Washington, D.C.: Review and Herald Publishing Association, 1945.
e.	Arthur W. Spalding, Origin and History of Seventh-day Adventists,
Vols. 1-4. Washington, D.C.: Review and Herald Publishing Association, 1961. (Note: This will be your most helpful resource for parallel information, and should be consulted for every lesson. You should have your own set of these four volumes.)
f.	Arthur W. Spalding, Captains of the Host and Christ,s Last Legion. Washington, D.C.: Review and Herald Publishing Association, 1949.
(Note: These two volumes are earlier editions, almost identical in wording with Spalding’s Origin and History of Seventh-day Adventists. They are listed here as alternate resources in case they are in your school library. No further reference is made to these two books in the footnotes of the student’s lessons.
g.	In addition to the resources listed above, major resources for both student and teacher are suggested by the footnotes in the textbook.
h.	The E. G. White Estate in Washington, D. C., the E. G. White Vault at Andrews University in Berrien Springs, Michigan, and the Heritage Room of the Andrews University Library can furnish you with copies of original materials from our early church history. There is a charge for these services in some cases, but it is well worth the investment to build an early Adventist resource file of these materials.
In making your requests, please be as precise as possible in stating what you want. Also, these requests should come from the teacher,
not from the students.
Other resources: Unless creative teaching is effectively applied, the format of these lessons could become tedious in a few weeks. However, the following recommendations could provide variety that would inject life and interest into your class.
a.	MAKE HISTORY LIVE! Challenge your class to stretch their imaginations back in time, to participate in the joys and sorrows of the pioneers.
Live the events!
b.	Background history films: Consult your film catalog to find films that deal with this period of American history. Even though they will not portray events of this unit, they will expose your class to the culture and times in which the Adventist Church was born.
(If your students have never seen the film, ”Arrow of Prophecy," secure it from your conference to show your class.)
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c.	Local resource people: Your academy history teacher, or another teacher on your staff who has studied this period, could be brought into your class to provide valuable help and a change of pace. Also, if you have students in your class who are relatives of our pioneers, perhaps their parent or grandparent would come to class to tell personal stories about the one they are related to. Or, if there are *1old-timers״ in your community who lived through (or knew someone who lived through) the earlier years of our church, they could be brought in to talk to the class. ״First-hand" reports on
the founding and history of our churches, schools, and other institutions, for example, could brighten class activities for your students. Of course, such invitations would require discretion and should contribute to your total teaching effectiveness.
d.	Video tapes: Home Study Institute has a series of tapes on the Spirit of Prophecy which could be helpful. (You could not show all of these in the time allotted for this unit but some could be used.)
e.	Skits: Many of these lessons would make fascinating skits. Appoint students for such skits well in advance so they will have time to work on them. Then watch history spring to life in your classroom!
f. Bulletin boards: Assign groups to work on bulletin boards dealing with SDA history. A new bulletin board should be provided each week.
As you confront the continuing crises of spiritual identity among our young people, we pray that this unit will become a means of helping the youth to locate themselves on the divine historical continuum of the Seventh-day Adventist Church.
The Editors
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1.	Tell It to the World
LESSON PURPOSE
To trace Adventist origins to the early and middle 1800’s, and to show God’s leading in the call and ministry of William Miller.
PERFORMANCE OBJECTIVES General:
Knows historical facts. Recognizes God’s leading. Specific:
OUTLINE
1.	Miller’s background and calling.
2.	Miller begins to preach that Christ would come ”about the year 1843."
3.	Himes expands Miller’s ministry.
4.	Growth of the movement.
5.	Campmeeting success.
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6.	Papers published.
1.	Read the introduction to the unit, *,Men, Message, Mission, Miracle."
2.	Write a brief paper on the subject, "Why I am a Seventh-day Adventist." (Note: If there are non-Adventist students in your class, ask them to answer the question, ,,Why am I attending an Adventist school?** Save these pages to compare answers to the same questions in the last lesson of the unit.)
ASSIGNMENT (for 1st day)
1.	Read Lesson 1 and fill in the summary page at the end of the lesson.
2.	Select a report from the list at the end of Lesson 1. These reports will be presented in class as scheduled.
3.	Memorize Dan. 8:14, KJV.
(for 2nd day)
1.	Introduce the change of format in this new unit:
a.	Longer reading assignments, but less written work.
b.	A five-point quiz will be given each day over the assigned reading.
c.	A summary page is to be filled in at the end of each lesson. (Note: This is explained later in presentation.)
d.	Projects: There is a general list at the end of Lesson 1; descriptions and resources for projects are given following lessons indicated.
e.	A wall chart of SDA history is to be developed by the class.
2.	Explain briefly the title of the unit, MOVING OUT. (Note See title page.)
3.	Go through the table of contents with the class to show what areas will be covered in this unit.
4.	Explain why the KJV is being used in this unit. (Note: See title page.)
5.	Go through the summary page and explain to the students the sort of information they are to include as they read. To help them accomplish this part of each assignment, they should be encouraged to underline in their books as they read. They might even develop a code or set of
PRESENTATION (for 1st day)
10
symbols to place in the margins which will help them to fill in their summary pages when they finish reading.
6· Give pointers on how to prepare for quizzes, including the following principles:
a.	Note words like *,first, most, greatest, largest, most important, etc.** These *1superlatives" indicate that something important is being said.
b.	Who are the key persons involved, and what did they contribute? (Or what did they believe?)
c.	Where doctrines are involved, what interpretations were given? Why was the teaching accepted or rejected?
d.	Use the summary page to help isolate the important points in each lesson. You should be able to read your lesson, fill in the summary page, and then study the summary page for your quiz in the half hour allotted for out-of-class assignments.
7· Emphasize the point that in this unit we are not looking at random historical events, but at the fulfillment of the purposes of God for His people. The miraculous, the bizarre, the humorous, and the tragic are all combined in this exciting story of our church. (Note:
You might point out that this is one of the most interesting histories written about the Adventist Church. If the students expect a boring history, they are in for a pleasant surprise!—Editors.)
8.	If time permits, allow students to begin this assignment for the 2nd day.
(for 2nd day)	1. Administer the following quiz. (Note: The questions
on quizzes may be duplicated or given orally.) When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	What was William Miller’s work after being discharged from the militia? (He resumed farming.)
2.	In his intense study of scripture between 1816 and 1818, what statement in Dan. 8:14 marked him for life?
("Unto two thousand and three hundred days, then shall the sanctuary be cleansed.")
3.	What interpretation did Miller give the statement in Dan. 8:14? (He believed the "cleansing of the sanctuary" was the end of the world, and that Christ would return "about the year 1843.")
4.	What is the name of the young minister of the Chardon
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Street Chapel who led Miller into the big cities to preach? (Joshua V. Himes.)
5.	True or False? A large company of able, thinking
men from major denominations supported William Miller. (True.)
2.	Ask the class to turn to their summary pages at the end of Lesson 1.
a.	Find out if they had trouble filling in their summary pages. If so, explain how they should have done it, based on the completed summary page in this manual.
b.	Call for ,,Your Questions for Discussion״ from the summary page.
3.	Lead the class in setting up the structure of your Denominational History Chart you will be working on for the next nine weeks. What will be included? How will
it be laid out? If time permits, fill in the information from today’s lesson. (Note: This will require that the teacher provide poster board, felt pens, etc. for this long-range project. This first lesson may have to be filled in on the same day as Lesson 2, since the chart will not be set up yet. You may want to ask an artistic student to work out of class in getting the chart set up, ready to be filled in each day.)
4.	Any extra time should be devoted to assigning and scheduling student reports. Those who are doing the earlier reports should begin working right away.
Your Questions for Discussion:
Events and Dates:
1.	In 1818 Miller concluded Christ would return "about the year 1843."
2. In August, 1831 Miller began preaching/ in Dresden.
3.	In 1939 Himes led Miller into the big cities to preach.
4.	In October, 1840, Millerite leaders held their first "general conferences" in Himes' Chardon Street Chapel in Boston. The 1842 conference voted to conduct campmeetings to accommodate the crowds.
5.	In June, 1842, seven to ten thousand attended the first campmeeting at East Kingston, New Hampshire.
6.	In July, 1842, Millerites bought a huge tent to accommodate the people.
SUGGESTED
SUMMARY
15-EBT-II
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Key Persons and What They Did:
1.	William Miller—A farmer who studied and interpreted the 2300 day prophecy.
2.	Joshua V. Himes—Young minister from Boston who invited Miller to preach in his church. He later opened the way for Miller to preach in other large cities.
3.	Josiah Litch—Methodist minister who accepted Millerism.
4.	Charles Fitch—Congregationalist pastor from Boston who became a leading Millerite preacher.
Doctrines—Truth and Falsehood:
1.	Miller concluded Jesus would come ”about the year 1843."
2.	Charles Fitch developed a chart, which was widely used, showing prophecies converging on the year 1843.
Growth and Organization:
1.	By the fall of 1844 the Methodists had gained 40,000 new members; the Baptists gained 45,000’.
2.	1500-2000 ministers and laymen lectured on Millerism.
3.	Seven to ten thousand attended the first Millerite camp-meeting in June, 1842.
4.	In 1842, thirty-one campmeetings were held. In 1843, forty were held, and in 1844 there were fifty-four campmeetings. Total attendance at these was half a million.
5.	Following Himes initiative numerous Millerite papers were published.
Evidences of God’s Leading:
1.	Miller received a call to preach in Dresden in answer to his prayer for God’s direction regarding whether or not he should preach Christ’s soon coming. At Dresden all but two of his hearers professed conversion.
2.	Genuine revivals mushroomed throughout the Eastern and Midwestern United States.
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2.	"Happiest Year of My Life״
LESSON PURPOSE
To study the teachings and events which led up to the great disappointment of 1844.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Explains doctrinal developments.
Specific:
OUTLINE
1.	Hecklers and signs.
2.	The Midnight Cry movement. (October 22, 1844 pinpointed.)
3.	The disappointment.
ASSIGNMENT
Read Lesson 2 and fill in the summary page at the end of the lesson.
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1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1. In the early part of 1843, Miller narrowed the time of the end of the world to a 12 month period. When was this 12 month period? (Between March of 1843 and March of 1844).
2.	Adventists believed they were proclaiming the message of the first angel of Revelation 14. What is that message? (The everlasting gospel and the judgment hour.)
3.	Whom did the Adventists believe was the "Babylon" of the second angel of Revelation 14? (Their home churches; the "fallen" churches that had rejected and disfellowshipped them.)
4.	Which one of the following persons revised the date of Christ’s coming to October 22, 1844: William Miller, Ellen White, Samuel Snow, or Joseph Bates? (Samuel Snow.)
5.	What was "The Midnight Cry?" (The message that Christ would come on October 22, 1844.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work, including the information from Lesson 1 if you have not had opportunity to fill it in. (Note: Remember to have the students identify items from their summary pages which should be included in the chart.)
5.	Complete assigning and scheduling student reports. (Note: These are listed in student’s Lesson 1, and are to be fitted into your schedule.)
6.	Additional discussion:
a.	Why did God allow William Miller to believe and teach that Christ was coming in 1843-1844? If God called him to His work, why did He allow him to believe false-hood? (Note: After the students toss this question about for a while, lead them into the following concepts. In a sense it was not totally bad that Miller set a date. The date added emphasis to his message that Jesus was coming again. Furthermore, Miller’s date did represent a significant event in the
PRESENTATION
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divine economy, even if not the second coming· Later interpretations of the work of Christ in the sanctuary would build on Miller’s discoveries, even if he wrongly applied the date. Then, too, truth Is^ pro-gressively unfolded to men since their minds are often clouded with false ideas. We cannot condemn Miller for not having the whole truth, since we still have much to learn ourselves! Jesus told His disciples, "I have yet many things to say to you, but you cannot bear them now*1 (John 16:12). The disciples still held false ideas about Christ’s kingdom even after spending three years with God’s Son. See GC 401 to 405, especially 404. Finally, if^ the Adventists had all been faithful following the great disappoint-ment, Christ would have come soon!
b.	Ask your class to relive the events of the last few months before October 22, 1844. Can you capture the excitement and the commitment of these people? Can you identify with their eagerness, their preparation, their disappointment? If you had actually believed that Christ was coming and then He didn’t come, would you react with disappointment or with relief? (Note: Excellent resources are found in EW 235-237 and GC 391-408 on this subject.)
c.	Were the hecklers justified in their harassment of the Millerites? (Note: Draw the class’s attention to the cartoons shown in their textbooks.) How would you have reacted to the heckling? Would
you have been a believer or a heckler? (Note: See L. E. Froom, Prophetic Faith of Our Fathers, Vol. IV and F. D. Nichol, Midnight Cry on the ridicule of Millerites.)
d.	John Greenleaf Whittier heard and wrote about the Millerite preachers. (Note: See F. D. Nichol, The Midnight Cry on Whittier.) In his poetry he reveals a deep understanding of God and faith, yet he did not accept the Adventist message. Why not? Why do not great men today, whether evangelists, politicians, or journalists, accept the Adventist message? Many have heard the truth, and they even praise the church and its message, just as Whittier praised the Millerites. Yet they do not accept. How do we explain this? (Note: Ellen White says, ”The Lord does not now work to bring many souls into the truth, because of the church members who have never been converted and those who were once converted but who have backslidden. What influence would these unconsecrated members have on
new converts? Would they not make of no effect the God-given message which His people are to bear?"
(6T 371). Of course, we cannot say precisely why many great men who seem to love God do not join the church.
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But we do know that our own spiritual health must be vigorous if new members are going to survive when they do join the church.)
7.	(Note: Consult parallel information in Spalding1s Origin and History.)
SUGGESTED	Your Questions for Discussion:
SUMMARY
Events and Dates:
1.	Newspapers were cluttered with strange signs of Christ's coming.
2.	The spring of 1844 passed, and Christ did not return.
3.	Opposition by Protestant denominations caused Millerites to be disfellowshipped.
4.	As October 22, 1844, approached, merchants closed their shops, farmers forsook the harvest, the presses stopped, and
the great tent was rolled up.
5.	On October 22, 1844 Millerites gathered in churches and homes to wait Christ's arrival.
6.	October 22, 1844, passed, and Jesus did not come.
Key Persons and What They Did:
1.	Joseph Bates—a former sea captain turned Millerite preacher, who tried to encourage the Millerites after the spring disappointment in 1844.
2.	Mrs. John Couch—sister to Samuel Snow who presented Snow to a perplexed group of Millerites.
3.	Samuel Snow—pinpointed October 22, 1844, as the anti־ typical date of the cleansing of the sanctuary.
4.	Ellen Harmon—a teen-age girl who waited for Jesus to come; called 1844 the happiest year of her life.
Doctrines—Truth and Falsehood: 1 2
1.	Miller set the date of Christ's coming somewhere between March 21, 1843, and March 21, 1844.
2.	Adventists saw themselves foreshadowed in the first angel of Revelation 14.
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3.	Disfellowshipped Millerites believed their former churches to be the "Babylon" of the second angel of Revelation 14.
4.	Revision of March 21, 1844, to October 22, 1844, as
date for the Lord's return was called "The Midnight Cry."
Growth and Organization: 1
1.	Just before October 22, 1844, Methodists, Congregationalists, Presbyterians hurried to be baptized.
3.	Miller s Mistake
LESSON PURPOSE
To show that William Miller’s teachings were fundamentally correct·
PERFORMANCE OBJECTIVES General:
Evaluates teachings.
Specific:
OUTLINE
1.	Miller’s correct teachings: a· Jesus is_ coming again.
b.	People should get ready.
c.	The 2300 days symbolize 2300 years.
d.	The world will be destroyed when Jesus comes.
e.	Knowing the specific date for Christ’s return is not as important as knowing Christ.
f.	He desired to convert souls.
g.	His teachings were centered in the Bible.
2.	Miller’s mistake.
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Read Lesson 3 and fill in the summary page at the end of the lesson.
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
For each of the five statements I read to you, write "R" if Miller was right, ״W" if Miller was wrong, and leave a blank if Miller did not teach it at all.
1.	Before this world becomes a better place it must first be destroyed. (R)
2.	People need to pay tithe if they are going to be ready for Christ’s coming. (Leave Blank)
3.	The 2300 day period marks the end of the world. (W)
4.	Christ is far more important than a date. (R)
5.	Converting souls is all-important. (R)
2.	Discuss "Your Questions for Discussion” from the students’ summary pages.
3.	Review the balance of the summary page, especially "Doctrines—Truth and Falsehood,” from the completed summary in this manual.
4.	Do your History Chart work.
5.	Additional discussion:
a.	Read the first three paragraphs of Lesson 3 to the class. Have the class respond to the questions raised in the third paragraph.
b.	Ask a student to summarize the "monomaniac” story.
c.	Trace the development of the interpretation of the 2300 days as being 2300 years. (Note: This is point #3 in Miller’s correct conclusions.) You may wish to read GC 457 to the class in this context.
d.	Was the author of your textbook fair in his evaluation of Miller’s teachings, or do you think he glossed over his mistakes? (Note: Consult The Great Controversy and Early Writings under "Miller, William" for Ellen White’s attitude toward Miller.)
e.	What text of scripture seems to have been bypassed by the Millerites who set a specific date? See Matt. 24: 36 and GC 370 and 371.
ASSIGNMENT
PRESENTATION
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6.	(Note: Consult parallel information in Spalding?s Origin and History,)
Your Questions for Discussion:
Events and Dates:
Miller converted the doctor who accused him of being a "monomaniac·"
Key Persons and What They Did:
1.	Sir Isaac Newton—with other leading Bible expositors, preached that the 2300 days were 2300 years, and that the time period had nearly been fulfilled.
2.	Arnold of Villanova—the first Christian scholar to interpret the 2300 days as 2300 years.
3.	Johann Petri (1718-1792)—the first to begin the 2300 days and 70-week prophecy at the same time.
4. Manuel de Lacunza—a Jesuit priest, who preached the soon coming of Christ.
Doctrines—Truth and Falsehood:
1· The Bible says, as Miller taught, that Jesus is_ coming again.
2.	Preparation for His coming is necessary to be saved.
3.	The 2300 days of Dan. 8:14 are 2300 years.
4.	Miller taught that the world must be destroyed before it can be made a better place.
5.	Miller had a Christ centered doctrine not just a date l
6. Miller's greatest desire was to convert souls to God.
7. Miller's standard for doctrines was the Bible.
8.	Miller's error was in believing that the 2300 days was the end of the world, and that the sanctuary was not the one in heaven.
Growth and Organization:
As October 22 drew near, scores and hundreds were converted whenever Miller preached.
SUGGESTED
SUMMARY
21
Evidences of God’s Leading:
1.	The doctor who accused Miller of 19monomania” became ”as great a monomaniac as Mr. Miller.”
2.	The Holy Spirit was so powerful at the Millerite meetings that even casual visitors confessed their sins in tears.
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4.	"I Saw Distinctly, and Clearly"
LESSON PURPOSE
To explore the doctrinal developments immediately following October 22, 1844.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Understands reinterpretations.
Specific:
OUTLINE
1.	The disappointment.
2.	The Millerite message.
3.	Edson’s insight.
4.	Ellen White’s first vision.
ASSIGNMENT
Read Lesson 4 and fill in the summary page at the end of the lesson. Memorize Rev. 14:6, 7.
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1.	Administer the following quiz· When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	What was Edson's insight? (Christ entered the most holy place of the heavenly sanctuary on October 22, 1844.)
2.	True or False: Millerites did not separate the second coming of Christ and the judgment. (True.)
3.	How did Edson interpret the phrase, ״״bitter in the belly?*' (He said it was the bitter experience of the great disappointment when Jesus did not come in 1844.)
4.	What did the text, ״'Thou must prophesy again," tell Edson? (That literal time was to continue beyond 1844; prophetic time prophecies would end.)
5.	True or False: Ellen White became an Adventist shortly after the great disappointment. (False.)
6.	Write Rev. 14:6, 7 from memory.
2.	Discuss "Your Questions for Discussion" from the students' summary pages.
3.	Review the balance of the summary page, using the com-pleted summary in this manual.
4.	Do your History Chart work.
5.	Additional activities:
a.	Ask various students to read and interpret the texts Edson studied as he grappled with the truths of Revelation. (Note: These texts are identified in the students' reading materials.) Ask them to explain Edson's interpretations, and to state whether or not they agree with him.
b.	If time permits, read Ellen White's first vision from EW 13-20. Read it expressively, capturing the pro-found spiritual mood for your students. Then have the class react, expressing their own feelings as they listened to your reading.
6.	(Note: Consult parallel information in Spalding's Origin and History.)
PRESENTATION
Your Questions for Discussion:
SUGGESTED
SUMMARY
24
Events and Dates:
1.	On October 22, 1844, Adventists in Port Gibson, New York, suffered disappointment with all Adventists.
2.	On October 23, 1844, Edson received divine insight on the cleansing of the sanctuary.
3.	Shortly after her 17th birthday in December 1844, Ellen Harmon received her first vision; she saw that God was
in the 1844 movement and it was a bright light that would light the pathway of God’s people all the way into the kingdom.
Key Persons and What They Did:
I.	Hiram Edson—active lay preacher who saw that Jesus had entered the most holy place of the heavenly sanctuary on October 22, 1844.
2· Dr. B. F. Hahn and O. R. L. Crosier—with Edson studied out the sanctuary truth and published it.
3.	Robert Harmon—father of six girls and two boys, includ-ing Ellen. This family suffered in the great disappoint-ment with other Adventists.
4.	Ellen Harmon—received a vision from God to confirm the validity of the Millerite movement.
Doctrines—Truth and Falsehood:
1.	Edson9s insight revealed a new dimension of work in the most holy place of the heavenly sanctuary.
2.	Millerites falsely believed that the 2300 days extended to the end of the world.
3.	19th century Christians (including Miller) wrongly believed that the judgment and the second coming were the same event.
4.	Edson saw that Revelation 10 prophesied the Millerite movement, the disappointment, and a continuing movement which would take the gospel to all the world.
5.	Edson and others pondered the relationship of the judg-ment centering around the ark in the sanctuary, and the Ten Commandments contained in the ark, especially the Sabbath.
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Growth and Organization:
In this period "growth" retrogradesl After the disappoint-ment many Adventists gave up the faith, but those who stayed by would build a new movement.
Evidences of God's Leading:
1. Edson heals a sick friend in the name of Christ.
2. A voice told Edson to spread the truth to others.
3.	After the disappointment, the Edson group received divine assurance that their disappointment would be explained.
4.	Edson received an insight which showed that Jesus moved to the most holy place on October 22.
5.	Ellen White received a vision from God to confirm the validity of the Millerite movement.
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5.	In the Most Holy Place
LESSON PURPOSE
To review early Adventist beliefs on the sanctuary which progressed to the position taken by Adventists in 1846.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Interprets doctrine.
Applies promises.
Specific:
OUTLINE
1.	The sanctuary in heaven.
2.	Earlier interpretaions of the sanctuary, on earth.
3.	Three interpretations of the disappointment.
4.	Ellen White’s early sanctuary visions.
5.	The day of atonement: blotting out of sins.
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1.	What was the ,״better sacrifice" of Hebrews 9 by which the heavenly sanctuary was to be cleansed?
(The death of Christ.)
2.	What did Ellen White say is "the foundation of our faith?" (The sanctuary.)
3.	Before the great disappointment, which two of
the following terms did Miller apply to the sanctuary of Dan· 8:14:	(1) Judah, (2) the earth, (3) the most
holy place, (4) the temple, (5) the church. (#2, and #5, the earth and the church.)
4· True or False: Miller did not believe Dan. 8:14 could refer to heaven, because heaven could not need to be cleansed. (True.)
5.	Ellen Harmon received her understanding of the
cleansing of the sanctuary from: (1) Samuel Snow;
(2) Visions; (3) Hiram Edson; (4) The Bible.
(#2, Visions.)
2.	Discuss ״Your Questions for Discussion" from the students’
summary pages.
3.	Review key points in the reading assigned for the 1st day.
4.	Do your History Chart work.
5.	Additional activities and discussion:
a.	Expand the lesson’s emphasis on the sanctuary. (Note: see GC 409-422.)
b.	Summarize GC 423432־ on the priestly work of Jesus in the sanctuary.
c.	If you have not already covered this area, discuss why the sanctuary is so central to the Adventist
ASSIGNMENT	1. Begin reading Lesson 5, and read to the heading, "The
(for 1st day)	Day of Atonement."
2. Begin the summary page at the end of the lesson.
(for 2nd day)	1. Complete reading Lesson 5, from the heading ,,The Day of
Atonement" to the end of the lesson.
2. Complete the summary page at the end of the lesson.
PRESENTATION	1. Administer the following quiz. When the students have
(for 1st day)	handed in their quiz papers, read the questions again,
giving the answers.
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faith. (Note: A complete answer to this question need not emerge here; it will be developed further in the next lesson. But the students should begin to grapple with this question now.)
d.	Should we seek truth by letting our Bibles fall open and pointing at random texts as Edson and Crosier did? If Edson and his friends had not been thorough Bible students would Hebrews 8 and 9 have had any meaning to them? Was their confidence in God’s leading based more on the fact that the Bible opened to a certain place or on the context of what the Bible said at that place? (Note: See 2SM 325-328.)
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	Give a brief definition of the word atonement. (To be "at one,” to restore a broken relationship.)
2.	True or False: Seventh-day Adventists believe that Christ’s work of atonement extends beyond His completed atonement on the cross to the work He now performs in the heavenly sanctuary. (True.)
3.	What defiles the heavenly sanctuary? (The sins of God's people.)
4.	Who wrote the new position on the cleansing of the sanctuary in The Day Star, Extra? (Crosier.)
5.	What was Ellen White’s response to the new doctrine of the sanctuary as it appeared in The Day Star?
(She accepted it and recommended it as the truth.)
2.	Discuss ”Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work.
5.	Additional activities and discussion:
a.	Review the Old Testament Day of Atonement in PP 355-358 and apply the Old Testament types to Christ’s work in the sanctuary today.
(for 2nd day)
This lesson discusses the blotting out of sins and
b.
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challenges us to stop sinning· Emphasize that we do not stop sinning so that our record will be clear, but because we see the high cost required to free us from our folly and sin—even Christ’s death. We respond to divine love and grace, not to a record book. Our youth must not substitute Christ’s righteousness for a return to the losing battle with sin! Our records in heaven will reflect Christ’s perfect record if we maintain our relationships with Him. His righteousness becomes our righteousness, our perfect record, and it is ours because of the divine gift of grace, not because we quit sinning!
Paul would quickly remind us that grace does not provide liberty to sin—it provides us the power over sin! But it is God’s gift that frees us from sin, not our own efforts. Please emphasize this truth when discussing the investigative judgment with the youth! If we are sin-centered we must remain anxious and enslaved. But if we are Christ-centered, we are free indeed! Free in Christ to live the victorious life He has already won. Free through Christ to live above sin. Free by Christ’s power to obey.
c.	Read DA 679:2-680:1 to the class to provide context
for Christian victory. It is not a victory we achieve, but one Christ has achieved for us!
6.	(Note: Consult parallel information in Spalding’s Origin
and History.)
Your Questions for Discussion:
Events and Dates:
1.	Crosier and Edson grappled with the question of what sanctuary was to be cleansed; they decided that it was the one in heaven.
2.	The Day Star, Extra, February 7, 1846, presented the new position on the atonement which involved blotting out sins in the heavenly sanctuary.
5.	Ellen Harmon’s vision of the heavenly sanctuary in 1845 encouraged the Adventists.
Key Persons and What they Did:
I.	O. R. L. Crosier—along with Edson proclaimed that the
Lord had more work to do before He could return to earth. He wrote about the atonement and the blotting out of sins in heaven in The Day Star, in February, 1846.
SUGGESTED
SUMMARY
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2.	Ellen Harmon—called to help deluded Millerites to see their errors.	(They claimed holiness.) She endorsed
Crosier's position on the blotting out of sins.
Doctrines—Truth and Falsehood:
1· Early believers thought that Dan. 8:14 on "cleansing the sanctuary” referred to the church and the earth.
2.	Edson and Crosier discovered in Heb. 9:22, 23 that the "sanctuary" is in heaven.
3.	Miller had concluded that the sanctuary had seven
applications:	Jesus, heaven, Judah, the temple, the
most holy place, the earth, and the church. But he never caught the message of Heb. 9:22, 23.
4.	Snow related the sanctuary in Dan. 8:14 to the Day
of Atonement in Leviticus 16 and 23, but he did not think Jesus was going to cleanse the heavenly sanctuary.
5.	The complete atonement at the cross is applied to our sins in the heavenly sanctuary.
Growth and Organization:
Evidences of God's Leading:
1.	Ellen Harmon's sanctuary vision of 1845.
2.	Ellen's vision supporting The Day Star, Extra position written by Crosier.
3.	Honest-hearted Millerites saw God's leading in Crosier's article.
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6.	Deciding Who Will Get There
LESSON PURPOSE
To show the meaning and significance of the investigative judgment and the Laodician message.
PERFORMANCE OBJECTIVES General:
Understands doctrines. Specific:
OUTLINE
1.	The investigative judgment.
2.	Letter to Laodicea.
3.	Accepting Christfs invitation.
ASSIGNMENT
1. Read Lesson 6 and fill in the summary page at the end of the lesson.
2. Memorize this statement from DA 668: "If we consent, He will so identify Himself with our thoughts and aims, so blend our hearts and minds into conformity to His will, that when obeying Him we shall be but carrying out our own impulses."
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1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	Which is more important, the blotting out of sins
or the investigative judgment? (The blotting out of sins.)
2.	In what book did Ellen White devote a whole chapter to the investigative judgment? (Great Controversy.)
3.	One of the two major things Christ wants to do for us is to forgive our past sins. What else does He want to do? (To transform us, or give us victory over temptation to sin.)
4.	Who first applied the term "Laodicea" to Sabbath-keeping Adventists? (James White.)
5.	How do we "cleanse ourselves"? (By faith we grasp the arm of Christ in the heavenly sanctuary.)
6.	Write your memory passage from DA 668. (Note:
See Assignment.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the com-pieted summary in this manual.
4.	Do your History Chart work.
5.	Additional activities and discussion:
a· Because of the emphasis on Christian growth and vie-tory over sins, this lesson could discourage some of your students. Perhaps to be sure they do not des-pair, you should emphasize again that our victory has already been won I Slowly read Eph. 1:3-14, list-ing the promises and benefits Christ’s atonement provides; benefits that are already ours. In the most holy place, Christ does not apply our goodness to our bad records. He applies His blood, His righteousness! Also emphasize that we shall become perfect, not by fighting our sins, but by remaining close to Christ and claiming His victory over sin— all sin, even ours! (Note: See the chapter in Steps to Christ entitled "Growing Up Into Christ.")
b.	Who will get to heaven? (Note: Let the class dis-
cuss this for a short time, then simplify the "gospel-made-complicated" by declaring that the only passport to heaven we have is the righteousness of Christ.
Those who get to heaven are the ones who maintain a
PRESENTATION
33
love relationship with Jesus and accept His gift of life eternal.)
c.	Have a student read Rev. 3:14-22. Then ask the class if they really believe this refers to the Seventh-day Adventist Church. The lesson pointed out that Jesus was a ,,salesman*1 who alone had the products needed by the Adventist people. You might add that this door-to-door Salesman offers a product you canft buy anywhere else in town. He’s the only One who carries the products which can cure the diseases of the Adventist Church. When He knocks on your door (v. 20), do you apply your policy of turning away all salesmen? Or if you let Him in, with what currency do you buy His products? Your own goodness? Your talents? Your charm? Or do you use heaven’s only purchasing power: the currency of FAITH? Another point regarding this passage. We Adventists have come to the point where we actually quote Revelation 3 with pride! Imagine having our very own church identified in Holy Scripture! God help us. We should be agonizing for a divine cure.
6.	(Note: Consult parallel information in Spalding’s Origin
and History.)
Your Questions for Discussion:
Events and Dates:
1.	In the October 9, 1856 Review, James White told Sabbath keepers that they were the Laodiceans. A revival
resulted.
2.	In November, 1857, Ellen wrote of a vision showing responses to the Laodicean message. Some accepted it
and repented, others ignored it and were left in darkness.
Key Persons and What They Did:
1.	James White—first SDA to use the term "investigative judgment."
2.	Ellen White—wrote inspired messages on the investigative judgment.
Doctrines—Truth and Falsehood:
I. Old Testament Israel afflicted their souls on the day of atonement.
SUGGESTED
SUMMARY
34
2.	In His sanctuary ministry Jesus is involved in the investi-gative judgment.
3.	A few Millerites believed Jesus was involved in a brief period of judgment when He failed to come on October 22, and that He would come after that judgment. Later they gave up the idea.
4.	Loughborough, Smith, and other pioneers studied the judgment aspect of the atonement in the 1850's*
5· Not only forgiveness, but also transformation is involved in the Christian life.
6.	Also in the 1850's, the Adventists applied the Laodicean letter of Rev. 3:14-22 to their movement.
7.	Through humility, repentance, and faith we are able to participate in the work of Jesus in the most holy place.
Growth and Organization:
Evidences of God's Leading:
1.	God led in the discoveries of truths such as the investi-gative judgment and the Laodicean message.
2.	God gave Ellen White clarifying visions on the investi-gative judgment.
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7.	A Day Worth Dying For
LESSON PURPOSE
To survey the history of Sabbath keeping, and to develop an appreciation for the Sabbath truth.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Appreciates truth.
Specific:
OUTLINE
1.	Rachel Oakes instrumental in converting Frederick Wheeler to the Sabbath.
2.	Other early Sabbath keepers.
3.	Sabbatarian Anabaptists.
4.	Seventh Day Baptists.
ASSIGNMENT
Read Lesson 7 and fill in the summary page at the end of the lesson.
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1· Administer the following quiz. When the students have turned in their quiz papers, read the questions again, giving the answers.
1.	What was the name of the woman who introduced Frederick Wheeler to the Sabbath? (Rachel Oakes.)
2.	What were the two unique doctrines of the Anabaptists? (They refused to baptize infants, and they kept
the Sabbath.)
3.	To whom did Glait and Fischer apply Dan. 7:25?
(The Catholic Church.)
4.	Why wasn’t Dr. Peter Chamberlen persecuted for his Sabbath keeping? (He was too valuable to the British royalty.)
5.	What group opposed Sunday legislation in America before there was a Seventh-day Adventist? (The Seventh Day Baptists.)
2.	Discuss 1*Your Questions for Discussion** from the students’ summary pages.
3.	Review the balance of the summary page, using the com-pieted summary in this manual.
4.	Do your History Chart work.
5.	Additional activities and discussion:
a.	Have your students ask a Sunday-keeping neighbor or friend why he keeps Sunday. Also have them ask if they think they would die for their belief in Sunday. Then have them report to the class when you get to Lesson 9, which is also on the Sabbath.
b.	For discussion: How much would we be willing to give for the Sabbath? Just how important is^ the Sabbath and Sabbath keeping? Why do we keep the Sabbath?
What does it mean to us? What did God intend for it to be?
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
PRESENTATION
SUGGESTED	Your Questions for Discussion:
SUMMARY
Events and Dates:
In the Spring of 1844, Frederick Wheeler became the first Sabbath-keeping Adventist in North America.
1.
37
2.	With the disappointment past, the persistent Millerites in Washington, N. H., were able to turn their attention to the Sabbath.
3.	The Farnsworth home became the meeting place for the first congregation of Sabbath-keeping Adventists in the modern world.
4.	Before the Adventists espoused the Sabbath many had been
persecuted for keeping the Sabbath.	(Including Anabaptists
and Seventh Day Baptists.)
Key Persons and What They Did:
1.	Mrs. Rachel Oakes—a Sabbath keeper from New York who challenged Frederick Wheeler to keep the Sabbath. He did.
2.	Frederick Wheeler—Adventist minister from Hillsboro,
New Hampshire, who became the first Sabbath-keeping Adventist in North America.
3.	Thomas M. Preble—Free Will Baptist minister in Weare,
New Hampshire who became the second Sabbath-keeping Adventist in North America.
4.	Farnsworth boys—some of first Adventist Sabbath keepers.
Doctrines—Truth and Falsehood:
1.	The seventh day is the Sabbath.
2.	Luther said the Sabbath was abolished at the cross.
3.	Carlstadt said the Sabbath was part of the moral law and, therefore, binding on all Christians; however, he said each could choose which seventh day he preferred1.
4.	Catholics claimed papal authority to change the day to Sunday.
5.	Anabaptists rejected infant baptism and accepted the seventh-day Sabbath.
6.	Seventh Day Baptists also accepted the Sabbath.
Growth and Organization:
Evidences of God's Leading:
1.	The progression and preservation of the Sabbath truth despite persecution.
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2.	The willingness of our early pioneers to accept the Sabbath when it was presented to them.
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8.	A Sailor Accepts the Sabbath
LESSON PURPOSE
To study the life, faith, and contribution of Joseph Bates.
PERFORMANCE OBJECTIVES General:
Knows historical facts. Specific:
OUTLINE
1.	The Sabbath truth spreads.
2.	Bates ’ background.
3.	Bates1 conversion.
4.	Bates’ ministry.
5.	The York shilling story of faith. ASSIGNMENT
Read Lesson 8 and fll in the summary page at the end of the lesson.
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1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	What was Bates1 s vocation before joining the Millerites? (sea captain.)
2.	True or False: Bates was converted to the Sabbath by Ellen White. (False.)
3.	True or False: Bates suffered from poor health most of his life. (False.)
4.	Briefly describe the remarkable winter baptism per-formed by Bates. (At age 65 he baptized seven people in a river, standing in a hole cut through three feet of ice, with the temperature at 30 degrees below zero!)
5.	Why was Bates asked to chair most of the important conferences held by SDA leaders? (He was older than the others, and he was naturally blessed with energy and tactfulness.)
2.	Discuss ,,Your Questions for Discussion״ from the students״ summary pages.
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work.
5.	Additional activities:
This would be a good day to have a film or a guest speaker, since this is not a heavy lesson.
6.	(Note: Consult parallel information in Spalding,s Origin and History.)
PRESENTATION
Your Questions for Discussion:
SUGGESTED
SUMMARY
Events and Dates:
1.	In 1818 Bates married his childhood sweetheart, Prudence Nye.
2.	In August, 1846 Bates published his views on the Sabbath
as a 48-page pamphlet, The Seventh-day Sabbathf A Perpetual Sign, which convinced James and Ellen White to accept the Sabbath.
41
Key Persons and What They Did:
1.	T. M. Preble—wrote about the Seventh-day Sabbath in The Hope of Israel, February 28, 1845, concluding that the pope changed the Sabbath.
2.	Joseph Bates—Adventist pioneer with an exciting back-ground of sea experiences. Since he was somewhat older than the other pioneers, his leadership was especially valuable. His achievements mentioned in this lesson are as follows:
a.	wrote an important Sabbath pamphlet, The Seventh-day Sabbath, A Perpetual Sign.
b.	organized the first temperance society in America.
c.	forsook his silk farm to support the Millerite movement.
d.	chaired many important committees in the growing church.
e.	with James and Ellen White he is considered one of the three chief founders of the church.
Doctrines—Truth and Falsehood:
1.	Dan· 7:25 was interpreted as the change of the Sabbath by the pope.
2.	Bates was prominent in developing the doctrine of temp-erance and healthful living.
3.	Bates accepted the Sabbath in 1845; he accepted the spirit of prophecy and the sanctuary in 1846·
Growth and Organization:
In Bates the young church found a capable administrator who chaired most of the important conferences until the organization of the church in 1863.
Evidences of God's Leading:
1.	The spread of the Sabbath truth.
2.	Answers to prayers of Joseph Bates. (The York shilling story, for example.)
3.	Convincing evidence of God's leading is found in the out-standing people He called to spread His truth—people like Joseph Bates, James White, and Ellen White.
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9. Proclaiming the Sabbath "More Fully"
LESSON PURPOSE
To explain the meaning and purpose of the Sabbath.
PERFORMANCE OBJECTIVES General:
Knows historical facts. Underst ands doct rine. Specific:
OUTLINE
1.	Ellenיs vision on the Sabbath truth.
2.	Proclaiming the Sabbath more fully.
3.	The 1848 Sabbath Conference.
ASSIGNMENT
1. Read Lesson 9 and fill in the summary page at the end of the lesson.
2. Memorize this statement from 6T 362: ״All heaven is keeping the Sabbath, but not in a listless, do-nothing way. On this day every energy of the soul should be awake, for are we not to meet with God and with Christ our Saviour? We may behold Him by faith. He is longing to refresh and bless every soul.״
43
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	True or False: Ellen White’s vision connected the message of the third angel with the Sabbath. (True.)
2.	True or False: Ellen was surprised that the Sabbath was so special to God. (True.)
3.	True or False: Ellen White admitted that she could not understand the scriptures being studied in the Sabbath conferences. (True.)
4.	In what year were the Sabbath conferences held? (1848.)
5.	True or False: The Sabbath is unrelated to the seal of God. (False.)
6.	Write your memory passage from 6T 362. (Note: See Assignment.)
2.	Discuss ,*Your Questions for Discussion״ from the students1 summary pages.
3.	Review the balance of the summary page, using the com-pleted summary in this manual.
4.	Do your History Chart work.
5.	Additional activities and discussion:
a.	Have students report to the class on the responses they got from neighbors and friends on Sunday keep-ing. (Note: from Lesson 7.)
b.	Go through the memory passage from 6T 362 point by point. Notice that ״all heaven״ keeps the Sabbath.
Does it sometimes seem that there are but few Sabbath keepers? Sabbath keepers are far in the majority!
(Note: This takes Sabbath keepers out of the ״funny little minority," and places them in a universal majority!) Notice, too, that the Sabbath involves dynamic, spiritual activity. Do young Adventists resent the Sabbath because it’s a bore? Christ never intended it to be that way!
c.	Turn your classroom into a ״Sabbath Conference" for one period, attempting to recapture the spirit, zeal, and interest with which our founders sought truth.
Bring in several concordances and have the students work in groups as they seek to understand God’s will regarding the Sabbath. Do not use any helps except concordances and Bibles.
PRESENTATION
16-EBT-II
44
6.	(Note: Consult parallel information in Spaldingfs Origin and History.)
Your Questions for Discussion:
Events and Dates:
1.	James White’s new bride had a vision regarding the Sabbath in which she encouraged the believers with scripture appropriate to their individual needs. (April, 1847)
2.	Henry Nichols healed Ellen when it seemed she would not recover from a lung congestion.
3.	In the winter of 1846-47 Ellen and James began to observe the seventh-day Sabbath.
4.	In 1848 six meetings (Sabbath Conferences) took place to better understand the Sabbath and other doctrines.
Key Persons and What They Did:
1.	Ellen White—her Sabbath vision showed how important the Sabbath is, and that it must be proclaimed more fully.
2.	Joseph Bates—printed Ellen White’s account of her Sabbath vision.
3.	James White—republished Bates’s broadside of Ellen’s Sabbath vision in a pamphlet entitled "A Word to the Little Flock." Later he republished it in a paperback entitled, A Sketch of the Christian Experience and Views of Ellen G. White.
Doctrines—Truth and Falsehood: 1 2 3 4
1.	In her April, 1847 vision, Ellen saw a halo of light around the Sabbath commandment. The holy Sabbath will unite God’s waiting saints.
2.	There is to be a "time of trouble" which precedes the great time of trouble of the plagues, and during this time the Sabbath must be proclaimed vigorously.
3.	In 1848 and 1849 early SDA’s connected the seal of God with the Sabbath. The plagues will not fall until the sealing angel has completed its work.
4.	In the Sabbath conferences, doctrinal issues such as the Lord’s Supper, and the millennium were also discussed.
SUGGESTED
SUMMARY
45
Growth and Organization:
Evidences of God’s Leading:
I.	In Ellen’s vision of the Sabbath showing its holiness, everyone, including Ellen, was surprised that the Sabbath was so special in God’s sight·
2· Ellen could not understand the theological discussions on the commandments and the sanctuary, but in vision she could explain problem areas· God wanted Adventists to develop skill in searching the Bible so He did not reveal Bible truth to Ellen White until the Scriptures had first been studied diligently.
46
10.	Review and Herald
LESSON PURPOSE
To show how the publishing work began and what it has accomplished·
PERFORMANCE OBJECTIVES General;
Knows historical facts. Recognizes Godfs leading. Specific:
OUTLINE
1.	11Print a little paper
2.	James White produces The Present Truth.
3.	Review and Herald begins.
ASSIGNMENT
Read Lesson 10 and fill in the summary page at the end of the lesson.
PRESENTATION
1.	Administer the following quiz. When the students have turned in their quiz papers, read the questions again, giving the answers.
47
1.	What caused James White to print a paper? (God gave Ellen a vision challenging James to ”print a little paper.")
2.	What was the name of James Whitefs paper? (The Present Truth.)
3.	True or False: Bates was a constant encouragement to James White as he produced his paper. (False.)
4.	Give two reasons why James decided to buy a press to print the Review. (There are three: [1] To save money; [2] To avoid the risk of having it printed
on the Sabbath day; [3] The believers would do a better job because of their concern.)
5.	What great pioneer was editor of the Review for fifty years? (Uriah Smith.)
2.	Discuss 1*Your Questions for Discussion** from the students’
summary pages.
3.	Review the balance of the summary page, using the completed
summary in this manual.
4.	Do your History Chart work.
5.	Additional projects:
a.	Since this lesson deals with the publishing work, select an appropriate tract or pamphlet, and take your students out to homes, shopping centers, or recreation areas to witness and pass out literature.
b.	If your school is anywhere near a publishing house, or if you know a publishing secretary or a literature evangelist in your area, you could bring in a resource person to talk to your students about the publishing work.
6.	(Note: Consult parallel information in Spalding’s
Origin and History.)
Your Questions for Discussion:
Events and Dates
1.	In November, 1848, Ellen had a vision at the final Sabbath conference in which she saw that James was to print a little paper.
SUGGESTED
SUMMARY
In July, 1849 The Present Truth was born.
2.
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3.	In December, 1850 The Second Advent Review and Sabbath Herald was first published. This paper was a combination of Present Truth and the Advent Review.
4.	While living in Saratoga Springs, New York, James White decided to purchase a press and print the paper himself. He moved the whole operation to Rochester, "hired" help, and the SDA printing work began.
5.	In 1855 the Whites moved the press from Rochester, N. Y. to Battle Creek, Mich.
Key Persons and What They Did:
1.	James White—produced the Review and Herald and its ancestor, The Present Truth.
2.	Joseph Bates—protested James White's involvement with the paper, declaring he should be traveling about and preaching.
3.	Uriah Smith—gave up his plans for Harvard to begin his fifty-year association with the Review; usually he was editor-in-chief. He also wrote Daniel and the Revelation.
Doctrines—Truth and Falsehood:
1.	The Present Truth carried articles on the sanctuary, the Sabbath, the sealing, and other Biblical themes.
Growth and Organization:
1.	After the Sabbath conferences, God's people had a clear understanding of what their message was—they must spread their new truth.
2.	Ellen White predicted unbelievable growth for the new paper, and, indirectly for the whole movement, since at that time there was no world wide group of Adventists.
The growth of the paper would be paralleled by the growth of the church.
3.	In 1860 our denominational name was selected so that the printing company in Battle Creek could be incorporated as a legal publishing association.
Evidences of God's Leading:
1.	God provided the means for White's paper, since James was penniless.
2.	God also provided guidance through the visions as James set out to publish the paper.
49
11.	Adventists and '׳The Truth״
LESSON PURPOSE
To show how truth has endured and progressed over the centuries, and to clarify what "the truth" means to Adventists today.
PERFORMANCE OBJECTIVES General:
Knows historical facts. Defines roles.
Specific:
OUTLINE
1.	Certainty of truth.
2.	Truth defined.
3.	Historical progression of truth.
4.	Seventh-day Adventism.
5.	Adventists and "the truth."
ASSIGNMENT
Read Lesson 11 and fill in the summary page at the end of the lesson.
50
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	What was Jesus’ definition of truth? (He said, "I_ am the truth, or "Thy Word is truth.")
2.	Why was the Catholic layman denied the wine at the Lord’s Supper? (It was feared he might spill the wine, which was considered the literal blood of Christ1.)
3.	True or False: Luther believed the communion bread was the actual body of Christ. (False.)
4.	How did Calvin’s doctrine of predestination help his followers? (It shewed that their destiny did not rest with the priests and bishops, but with God.)
5.	True or False: Adventists have accepted all the truth discovered by the reformers. (True)
2.	Discuss ”Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the com-pleted summary in this manual.
4.	Do your History Chart work.
5.	Additional activities: Show the feature film,
"Here I Stand," on the life of Martin Luther for a school assembly or vesper program. Many of our conferences own this film: if not it is in-expensive to rent.
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
PRESENTATION
Your Questions for Discussion:
SUGGESTED
SUMMARY
Events and Dates:
1.	In 1611 the King James Version of the Bible was completed in England. Calvinistic Puritans had petitioned King James I for a new translation.
2.	Many people gave their lives for their faith, such as the Anabaptists.
Key Persons and What They Did:
1.	John Wycliffe—Catholic statesman and theologian in England
51
who loved the Lord and fought the errors of tradition.
He translated the Bible into Middle English so that all could base their faith on "the Bible and the Bible only."
2.	Martin Luther—German reformer who agreed with Wycliffe that the Bible must be the sole rule of faith. He refuted the error that the bread and wine in the communion was the actual body of Christ.
3.	John Calvin—father of the Presbyterians and Congrega-tionalists. Systematized Bible truths and freed his followers from the foolish notion that a priest or pastor determined their eternal destiny.
4.	John Wesley—built on earlier Reformation truths, and added that salvation was available to all, not just those who were predestined to be saved.
Doctrines—Truth and Falsehood: 1 2 3 4 5 6 7 8 9
1.	In 1881 Ellen White said, "It is as certain that we have the truth as that God lives" (4T 595).
2.	Salvation is available to anyone who trusts Christ with all his heart.
3.	Medieval religion became cluttered with salvation by works.
4.	The second coming of Christ was not considered a literal event by many.
5.	Also in the middle ages came the teaching that unbaptized persons went to hell at death and burned forever. Even the baptized "good" people had to go to "purgatory" to
be burned for a while before going to heaven1.
6.	The wine of the communion service was denied the layman since it was considered the literal blood of Christ, and they might spill it. Superstition was more widespread than faith. God was no longer seen as a God of love.
7.	Wycliffe and Luther restored the Bible as the rule of faith.
8.	Calvin taught predestination. Though this is not a valid Bible doctrine, it liberated many from the control of the priests, placing their destinies in God's hands.
9.	Luther emphasized transformed status; Calvin emphasized transformed character. (Luther = justification; Calvin = sanctification.)
John Wesley added that salvation is available to all, as opposed to predestination, and also allowed baptism by immersion.
10.
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11· Adventists did not reject the fundamental truths of the
reformers, but extended that truth to include the Sabbath, state of the dead, the sanctuary, healthful living, etc.
To have ”the truth" means both old truth and truth newly discovered.
Growth and Organization:
Evidences of God’s Leading:
1· God led Wycliffe to the Bible·
2.	God led Luther to justification by faith.
3.	God led Calvin to sanctification and a systematic theology.
4.	God led Wesley to assurance of salvation.
5.	God led the Adventists to the Sabbath, sanctuary, and other key doctrines.
6.	J72 short, God has progressively led his people into truth, and will continue to do so.
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12.	Make Us a Name?
LESSON PURPOSE
To explain why early Adventists resisted organization, and to show why organization was necessary.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Identifies problems.
Appreciates spirit of prophecy.
Specific:
OUTLINE
1.	Naming the movement.
2.	Arguments against organization.
3.	Early cohesive factors in the church.
4.	Meeting problems in the 1850’s.
5.	The value of visions.
ASSIGNMENT
1.	Read Lesson 12 and fill in the summary page at the end of the lesson.
54
2.	Memorize this statement from EW 33: "The Sabbath is the great question to unite the hearts of God’s dear waiting saints."
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	True or False: In 1860, Adventists adopted the resolution that they ”take the name of Seventh-day Adventis t." (False.)
2.	True or False: Organization was feared as the hall-mark of Babylon. (True.)
3.	Write the number of each of the following factors that
was a cohesive factor in the young Adventist Church.
(1)	Common experience; (2) Methodist background;
(3) Dynamic leadership. (Numbers 1 and 3.)
4.	One of the first three men ordained as a minister
of the Seventh-day Adventist Church became our first foreign missionary. Who was he? (J. N. Andrews.)
5.	True or False: Not until 1863, when the General Conference was organized, did churches disfellowship any of their members. (False.)
6.	Write your memory passage from EW 33. (Note: See Assignment.)
2.	Discuss *1Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work.
5.	Additional discussion:
a.	One of the great fears of the early Adventists was that if they organized they would become like other institutionalized churches. Over a hundred years have passed since the church organized. Were their fears about becoming institutionalized justified?
How has organization been a mixed blessing to God’s people? (Note: See 4T 535.) We have become much like other churches, just as our fathers feared. Members have not accepted their individual responsibilities, believing that organized conference "programs" could finish the work. Denominationalism, apathy, and isolationism are all terms familiar to modern Adventists.
PRESENTATION
55
These terms would have shocked our founding fathers.
The hope for the church today is in restoring individual responsibility and zeal, while at the same time taking advantage of what is perhaps the finest system of organization in any denomination, so that the gospel can quickly go to the world and Christ can come.
b.	Do the same cohesive factors which held the early Adventists together bind us in unity today? Should we have even more cohesive factors binding us together today? Do we? How can we?
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
Your Questions for Discussion:
Events and Dates:
1.	On October 1, 1860 the Seventh-day Adventist Chruch was named.
2.	In November, 1851 the Review reported that a committee of seven was chosen to care for the wants of the poor.
3.	In November, 1853 the Review reported that three men had been ordained to the ministry.
4.	In May, 1853 Ellen received a vision in Michigan con-cerning an adulterous woman. A few days later the prediction was fulfilled precisely as the vision had indicated.
Key Persons and What They Did:
1. C. W. Sperry, A. S. Hutchins, and J. N. Andrews—the first three men ordained in the Adventist Church.
2.	Ellen White—prominent again in this lesson because the Lord spoke through her in reproving troublemakers.
Doctrines—Truth and Falsehood: 1 2 3
1.	Early Adventists did not want to be like Babylon by organizing, naming themselves , writing a creed, and shutting out new light.
2.	Commonly held doctrines was a cohesive factor in holding together the early Adventist Church.
3.	Sometimes early Adventists searched for truth for entire nights (ISM 206).
SUGGESTED
SUMMARY
56
Growth and Organization:
1.	Reasons for resisting organization:
a.	They had been cast out of other organized churches, or "Babylon."
b. They did not want to be at all like fallen Babylon.
c. They did not want to "make us a name" as the defiant Babel builders had attempted to do.
2.	Early cohesive factors:
a.	Common experience.
b.	Dynamic 1eadership.
c.	The study conferences.
d.	Doctrines.
e.	Publications.
3.	Membership was growing from Maine to Minnesota. Such growth required organization to meet the church's needs for evangelism, pastoral care, proper observance of church services, etc.
4.	Organization was also needed to deal with troublemakers and backsliders.
Evidences of God's Leading:
1.	The treatment of those who were disfellowshippedf and their ready repentance in many cases, shows how the Spirit of God worked.
The accuracy of the fulfilled visions of Ellen White, such as the case of the adulterous woman.
2.
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13.	Relief at last
LESSON PURPOSE
To identify the problems which finally forced Adventist leaders to organize.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Identifies problems.
Understands church organization.
Specific:
OUTLINE
1.	The Messenger Party.
2.	Rights of members.
3.	Distribution of the work of ministers.
4.	Ministers’ salaries.
5.	Andrews and Loughborough revival.
6.	Ownership of property.
7.	Churches, conferences, and General Conference.
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1.	Begin reading Lesson 13, and read to the heading "The Ownership of Property."
2.	Begin the summary page at the end of the lesson.
ASSIGNMENT (for 1st day)
(for 2nd day)	1. Complete reading Lesson 13, from the heading "The Owner-
ship of Property" to the end of the lesson·
2. Complete the summary page at the end of the lesson.
3. Memorize this statement from IT 166: "Do you feel, when a brother errs, that you could give your life to save him? If you feel thus, you can approach him and affect his heart; you are just the one to visit that brother."
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	Give one of the two names given to the first SDA "offshoot" movement. (The Messenger Party, or the Age-to-Come Party.)
2.	True or False: The denomination1 s first ,,offshoot" helped in getting church organization established. (True.;
3.	What were the conditions regarding distribution of labor and payment of ministers in the new church? (Ministers were overworked and inefficiently dis-trihuted to the field; they were underpaid.)
4.	What two prominent SDA ministers had to be brought back into the ministry by James and Ellen White? (Andrews and Loughborough.)
5.	What was "Sister Betsy?" (Systematic benevolence, or giving regularly.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review key points in the reading assigned for the first day.
4.	Do your History Chart work.
5.	Additional discussion:
a.	How should one who has sinned be dealt with? (Note: Read IT 164-168 before you end this discussion.)
b.	How should "offshoots" be dealt with? Do the princi-pies of IT 164-168 apply here, too? What ±s_ an
PRESENTATION (for 1st day)
59
offshoot? How can we win them back to the fold?
c.	Choose four members of your class to role-play James and Ellen White in their attempt to get Andrews and Loughborough back into the ministry again. They should bring out the actual issues which caused these two men to leave the ministry. (Note: Choose four students who have read the lesson, and ask them to stay as close to the historical facts as possible.)
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
1.	Administer the following quiz. When the students have turned in their quiz papers, read the questions again, giving the answers.
1.	How did the ownership of property force the Adventists to name their new church? (They could not legally own property unless they had a legal organization with
a legal name.)
2.	The legal owner of Adventist property and institutions is: (a) the conference; (b) the association; (c) the board; (d) the union. (b. the association.)
3.	In what year was the General Conference organized? (1863)
4.	True or false: James White was the first General Conference President. (False)
5.	Which of the following were accomplished in the first General Conference session: (a) regular pay for ministers; (b) J. N. Andrews was sent to Switzerland; (c) ministers must carry credentials, and calls for their services must be processed through the conferences involved; (d) James White was asked to be General Conference President. (a.,
c.	, and d. are correct.)
6.	Write your memory passage from IT 166. (Note: See assignment for 2nd day.)
2.	Discuss "Your Questions for Discussion” from the students’ summary pages.
3.	Review the balance of the summary page, using the com-pieted summary in this manual.
4.	Do your History Chart work.
5.	(Note: Consult parallel information in Spalding’s Origin and History.)
(for 2nd day)
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Your Questions for Discussion:
Events and Dates:
1.	Ellen received a vision at Dan Palmer’s home in Jackson,
Mi chi gem, which later revealed that Η. P. Case and C. P. Russell had been too severe with a woman who had been in error. Case and Russell forsook the main body of Advent-ists to form the "Messenger Party.”
2.	The Whites had an amazing crossing of the Mississippi River in their effort to encourage Andrews and Loughborough.
3.	At a meeting September 28 to October 1, 1860, the church was named and formed an "association" that could be incorporated legally to own the publishing house.
4.	In 1861 the first conference was organized in Michigan.
5.	In May, 1863, at Battle Creek, delegates from newly found conferences met and drew up a constitution for a General Conference.
Key Persons and What They Did:
1.	Η. P. Case and C. P. Russell—organized the first SDA "offshoot," the "Messenger Party," also called the "Age-to-Come Party."
2.	Ellen White—continued to have visions which helped the church. In one vision she was given counsel about how to deal with the offshoot party. In another Ellen and James were directed to rescue for the ministry the dis-couraged men, Andrews and Loughborough, who had decided to give up the demanding work of preaching.
3.	John Byington—became the first General Conference Presi-dent when James White refused.
4.	James White—became General Conference President two years later, in 1865.
Doctrines—Truth and Falsehood:
1.	In June, 1855, Ellen told loyal messengers not to defend themselves against accusations made in The Messenger, but to devote themselves to "present truth" (IT 123) .
2. In July, 1857, Ellen saw in vision that too many church trials were causing loss of strength and spirituality. She recommended that instead the mind should be eleva-ted to eternal themes rather than picking at straws (IT 164-166).
SUGGESTED
SUMMARY
3.	In January, 1859, the Battle Creek Church voted a
program of ”Systematic Benevolence” to pay ministers.
Growth and Organization:
1· In January, 1858, the Review reported its paid circula-tion had grown from 1,000 to 2,000 in only three years·
2.	Growth of the church meant more disaffected ministers and no way to deal with them.
3.	Organization was also needed to protect members from too severe a discipline imposed in some local churches.
4.	In July, 1857, Ellen saw in vision that too many church trials were causing a loss of strength and spirituality.
5.	Distribution of labor for ministers, along with ministers salaries suggested the need for effective organization.
6.	Ownership of property also called for church organization
7.	The 1860 resolution naming the church was worded that "we call ourselves Seventh-day Adventists.”
3· In 1861 the Michigan conference was organized; in 1862 other states formed conferences; and in 1863 the General Conference was organized.
9.	With conferences organized, ministers carried credentials received regular pay, and were called through the con-ferences.
Evidences of God’s Leading:
1.	The visions of Ellen White.
2.	The miracle of the Mississippi crossing and the return to the ministry of Andrews and Loughborough.
3.	The organization of the church allowing the gospel to be spread more effectively.
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62
14.	Trouble at Headquarters
LESSON PURPOSE
To survey denominational growing pains.
PERFORMANCE OBJECTIVES General:
Knows historical facts. Recognizes God's leading. Appreciates Spirit of Prophecy. Specific:
OUTLINE
1.	Miracles of Avondale.
2.	America disappoints Australia.
3.	God intervenes to save Avondale.
4.	Organizational problems of the church.
5.	Ellen White responds to the problems.
6.	Financial administration.
ASSIGNMENT
Read Lesson 14 and fill in the summary page at the end of the lesson.
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1.	Administer the following quiz. When the students have turned in their quiz papers, read the questions again, giving the answers.
1.	Why did Adventists in Australia decide to purchase 1450 acres of land on which to build their school, even though it was sour, soggy, and sandy? (Ellen White had a vision in which she saw the land fruitful beyond belief. Further evidence was found in a miraculous furrow.)
2.	True or False: The Avondale experience shows that Ellen White did not believe in borrowing money, even for a worthy project. (False.)
3.	True or False: The money promised by the United States arrived on the very day that large bills were due. (False.)
4.	Which of the following statements best describe the
administration of the church depicted in today’s lesson? Write out the numbers of the correct state-ments:	(1) Leadership was overcentralized; (2) The
General Conference Committee was too large; (3) Asso-ciations and societies were too dependent upon the General Conference; (4) There was both too little organization and too much. (Numbers 1 and 4.)
5.	True or False: By 1901 leading institutions were unnecessarily and heavily in debt. (True.)
2.	Discuss "Your Questions for Discussion" from the students1 summary pages.
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work.
5.	(Note: Consult parallel information in Spalding’s Origin and History.)
Your Questions for Discussion:
Events and Dates:
I.	In January, 1894, Ellen White recommended the building of a college in Australia. 1450 acres were purchased for $3 an acre.
PRESENTATION
SUGGESTED
SUMMARY
In Spring 1899 Australian Union Conference president,
A. G. Daniells seeks credit to complete Avondale school.
2.
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3.	On May 2, 1899, the General Conference letter arrived without the expected money for Avondale.
4.	Jn 1570 Elder S. W. Haskell formed the New England Tract and Missionary Society, which later became the Inter-national T. and M. Society. This grew into the Publishing and Lay Activities Departments of our day.
5.	Jn 1889 the National Religious Liberty Association was founded to fight Sunday legislation·
Key Persons and What They Did:
1.	A. G. Daniells—president of the Australian Union Conference during the Avondale intrigue.
2.	S. N. Haskell—formed the New England Tract and Missionary Society. Later he founded T & M Societies all over the world.
3.	Goodloe Bell—founder of the first SDA-sponsored school, and in 1869 became editor of The Youth's Instructor.
4.	James White—started The Youth’s Instructor and wrote early Sabbath School lessons for youth.
5.	Ellen White—assisted in raising money and locating sites for new institutions.
Doctrines—Truth and Falsehood:
Growth and Organization:
1.	The church continued to grow, and with its growth organizational problems increased. Handling of denominational money was one problem.
2.	The Medical Missionary Association, The Γ. and M. Society, Sabbath School Association, and the National Religious Liberty Association were all operated independently of the General Conference, further suggesting the need for more centralized administration. However, while this was true, it was also true that all major decisions were made by the Battle Creek leaders, with only limited freedom to make decisions at the local level. More representation was needed in decision making.
3.	Xn 1363 there were three men on the General Conference Executive Committee with a total membership of 3,500.
In the 18901s there were thirteen on the committee with a total membership of 70,000.
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4.	Over expansion of institutions led to the gathering of too many believers in one place.
5.	In 1901, Ellen White sadly called for reorganization.
Evidences of God's Leading:
1. The miraculous furrow on the Avondale site.
2. The money that came from the wealthy Wessels family to build Avondale.
3.	Emergency money that rescued Avondale from certain closing. (From New Zealand and from a local bank.)
4.	The success of the farm at Avondale, which was said to have "worthless" soil.
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15.	Mid-course Correction
LESSON PURPOSE
To describe the movement in the 1890fs and to outline the reorganization of 1901-1903·
PERFORMANCE OBJECTIVES
General:
Knows historical facts. Understands church organization. Specific:
OUTLINE
1.	The movement in the 1890fs.
2.	Ellen White goes to Australia.
3.	Changes in church organization, 1901-1903.
ASSIGNMENT
Read Lesson 15 and fill in the summary page at the end of the lesson.
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1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	What was the growth rate of the church in the 1890’s? (15 percent.)
2.	Why did Ellen White, sick and unwilling, decide to go to Australia? (Because the General Conference wanted her to go.)
3.	What was A. T. Robinson’s most significant addition to the administrative structure of the church in his day? (He added departments in place of associations.)
4.	What was the ”new principle” upon which the church was to be reorganized? (Love)
5.	When were conferences organized for black members?
(1) In the 1890’s; (2) In the 1940’s; (3) In the 1920’s. (number 2)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the com-pleted summary in this manual.
4.	Do your History Chart.
5.	Additional activities: Study through the information on organization at the end of the lesson under the heading, "Organizational Structure of the Seventh-day Adventist Church." Ask students to interpret the charts at the end of the lesson.
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
PRESENTATION
Your Questions for Discussion:
SUGGESTED
SUMMARY
Events and Dates:
1.	In 1894 the Australasian Union Conference became our first union.
2.	The 1901 General Conference laid the foundation for the reorganization of the church—union conferences were formed whose presidents were members of the General Conference Committee. The formation of departments of the General Conference was begun.
3.	In February, 1902, the main building of the Battle Creek
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Sanitarium burned to the ground. In December the Review and Herald Publishing Association building burned.
4.	The 1903 General Conference voted to move its office to Takoma Park.
Key Persons and What They Did:
1.	Ellen White—declared God’s feeble church the object of His supreme regard. Thus she responded to the General Conference’s call for her to go to Australia, where she made Avondale a blueprint for all future Adventist schools.
2.	A. T. Robinson—innovated a new "departmental” system of organization in South Africa about 1890. In 1897 he made the societies and associations of the Victoria Conference into departments.
3. A. G. Daniells—in the 1901 General Conference, he emphasized the necessity for expanding the work to include the entire world.
Doctrines—Truth and Falsehood:
In the 1901 General Conference, the principle of love vs. kingly power was emphasized by Ellen White.
Growth and Organization:
1.	In the 1890’s denominational membership increased 15 percent per year. More than a dozen countries were entered,
and mission stations were established for non-Christians.
2.	In 1875 the three-man General Conference Committee was elected according to geographical location.
3.	In 1889 the conferences in North America were grouped into six "districts," each under a "superintendent" representing the General Conference.
4.	About 1890 A. T. Robinson organized one-man "departments” in a mission conference in South Africa, replacing the societies and associations. The Australasian Union followed this plan after they saw the success of Robinson’s departments in Australian Conference in 1897.
5.	In 1897 the General Conference Committee was enlarged to thirteen members.
6.	Reorganization was to be based on love.
7.	The new organization of 1901 included the following
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changes:	(a) General Conference Committee enlarged to
twenty-five members; (b) North America began forming into Union Conferences; (c) Union Conference presidents were made members of the General Conference Committee;
(d)	Policies provided for money to flow from prosperous areas to needy areas; (e) Provisions were made for forming societies and associations into departments.
8.	In the General Conference of 1903 the formation of unions and departments was completed.
9.	Today the General Conference Committee has around 300 members from all over the world.
10.	Black conferences began to be formed in 1944.
Evidences of God’s Leading:
1.	The improvements in church organization and rapid growth in church membership.
2.	The guidance through Ellen White’s counsels.
3.	The fires that drove the Adventists from their cluster in Battle Creek.
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16.	Women of the Advent Movement
LESSON PURPOSE
To identify significant contributions women have made to the Seventh-day Adventist Church.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Appreciates contributions.
Specific:
OUTLINE
1.	Minerva Chapman.
2.	Maria Huntley.
3. The Sisley family.
4. The Rankin girls (Mrs. Druillard).
5.	Kate Lindsay.
6.	Georgia Anna Burgess.
7.	Anna Knight.
Other women.
8.
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9.	Counsel from Ellen White.
ASSIGNMENT	1. Read Lesson 16 and fill in the summary page at the end
of the lesson.
2.	Memorize this statement from Ev 464, 465: "The Lord has a work for women, as well as men. They may take their place in His work at this crisis, and He will work through them."
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
Number from one to five. After each number write the name of the Adventist woman who made the contribution. (Note:	List both the contributions and the names for
your students.)
Contributions
1.	First black missionary to India.
2.	Started a nursing school in 1883 at Battle Creek Sanitarium.
3.	Secretary of the General T. & M. Society who pleaded for a lay train-ing program at the 1888 General Conference.
4.	Financed Madison College and Madison Sanitarium.
5.	Sister of J. N. Loughborough who edited The Youthfs Instructor.
6.	Write your memory passage from Ev 464, 465. (Note:
See Assignment.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work.
Names
Helen Druillard Minerva Chapman
Ellen White
Kate Lindsay
Anna Knight Maria Huntley
PRESENTATION
1. Anna Knight	4. Helen Druillard
2. Kate Lindsay	5. Minerva Chapman
3.	Maria Huntley
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5.	Additional activities and discussion:
a.	This would be a good day to bring in a woman resource person to discuss women in the SDA Church.
b.	Discuss the ״fair pay" quotations at the end of today’s reading.
c.	What should be the Adventist’s position on women’s liberation? (Note: Somewhere in this discussion it might be brought out that "women’s lib" can become
a false cause, and any false cause enslaves our time and energies. Imagine how many women are now enslaved. )
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
Your Questions for Discussion:
Events and Dates:
Key Persons and What They Did:
1. Mrs. Minerva Chapman—sister of J. N. Loughborough who was treasurer of the General Conference, editor of The Youth's Instructor, secretary of the Publishing Association, and treasurer of the Tract and Missionary Society.
2.	Maria L. Huntley—an early Sabbath keeper in Washington,
N. H., who became secretary of the Vigilant Missionary Society which expanded into the General Tract and Missionary Society. She remained secretary of this latter society until her death at age 43. She pleaded for a lay training program at the 1889 General Conference.
3.	The Sisley family—a family with four daughters: Josephine became a missionary teacher in Australia; Martha worked
as a printer at the Review and Herald; Nelly became a nurse; and Maude, one of the first Adventists to pay a full tithe, became the first single Adventist woman to serve as an overseas missionary. (The three boys in the family also became workers in the church.)
4.	The Rankin girls—Ida was the first dean of women at Battle Creek College; Mary became the mother of Dr. E.
A. Sutherland, prominent SDA educator; and Helen Rankin Druillard became treasurer of the Nebraska Conference, was a missionary's wife for several years, was treasurer of
E. M. C.; financed Madison College and Madison Sanitarium, and worked for the poor people in the south, later building Riverside Sanitarium for black people.
SUGGESTED
SUMMARY
73
5.	Kate Lindsay—a physician who graduated from medical school at the top of her class. Persuaded Kellogg and the board at Western Health Reform Institute to start a nursing school in 1883. Served in the Boulder Sanitarium in Colorado. Kate Lindsay Hallf residence hall for student nurses at Loma Linda University, 1s named in her honor.
6.	Georgia Anna Burgess—one of the first SDA workers in India. She and her husband spent thirty-two years in India.
7.	Anna Knight—the first black missionary to India. Later she started the first black YWCA in Atlanta. She served as Home Missionary, Missionary Volunteer, Education, and Sabbath School secretaries all at the same time for the Southeastern and Southern Unions. She traveled over a half million miles, conducted nearly 10,000 meetings, and wrote 49,000 letters.
Doctrines—Truth and Falsehood:
Ellen White emphasized the importance of fairness in dealing with women workers in the church, both in acceptance and pay.
Growth and Organization:
Evidences of God’s Leading:
1.	As in the case of Mrs. White, the fact that God could use women so effectively in His movement before equality
of women became popular attests to His leading.
2.	We also see His leading through miracles worked in behalf of these women as they worked for Him.
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17.	Inspired to Save Souls
LESSON PURPOSE
To reveal what kind of person Ellen White really was.
PERFORMANCE OBJECTIVES General:
Appreciates spirit of prophecy. Specific:
OUTLINE
1.	Ellen White’s teen-age witness.
2.	Reluctant prophet.
3.	Eloquent speaker.
4.	Busy homemaker.
5.	Faithful to the end.
ASSIGNMENT
Read Lesson 17 and fill in the summary page at the end of the lesson.
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1· Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	Why did Ellen drop out of school. (The accident, tuberculosis, and weakened nerves.)
2.	What is the name of the young Methodist minister who set Ellen free spiritually? (Levi Stockman)
3.	True or False: Ellen White loved every part of the work to which God called her. (False)
4.	True or False: One of the best arguments for the inspiration of Ellen White is that everybody loved her. (False)
5.	Which one of Ellen’s sons evangelized the black people in the Southern United States? (Edson)
2.	Discuss ״Your Questions for Discussion״ from the students1 summary pages.
3.	Review the balance of the summary page, using the com-pleted summary in this manual.
4.	Do your History Chart work.
5.	Additional discussion:
a.	In addition to the narrative in this lesson, consult the references in the Study Projects on Ellen White in Lesson 1 of the students’ book. You will find more material than you can possibly use in the time allotted for this study.
b.	Role-play an SDA student who tells a non-SDA about Ellen White. (Note: The non-SDA has never heard of Ellen White.)
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
PRESENTATION
Your Questions for Discussion:
SUGGESTED
SUMMARY
Events and Dates:
1.	In 1874, 1875 Ellen and James started the Signs of the Times and the publishing house which became Pacific Press.
2.	In 1909 Ellen White's last General Conference was held.
17-EBT-II
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3.	During her late seventies and eighties Ellen helped found Paradise Valley Sanitarium, the College of Medical Evangelists at Loma Linda, and Pacific Union College.
4.	Jn 1881 James White died.
5.	In 1900 Ellen White returned from Australia and settled in "Elmshaven" near St. Helena.
6.	At Elmshaven Ellen White completed the "Conflict of the Ages” series and prepared seven other books besides.
Key Persons and What They Did:
Ellen White—1. As a girl she was injured, sickf and unable to continue in school.
2.	At age twelve she heard William Miller preach. Her family accepted Miller’s message.
3.	After great anxiety she finally accepted Christ through the ministry of Elder Levi Stockman.
4· As a teen-ager she witnessed to God's love and goodness, winning others to Christ.
5.	At age seventeen Ellen received her first vision; though reluctant at first to serve as a prophet, she willingly spent the rest of her life as God's messenger.
6.	Her sermons and public prayers gave strong evidence that God was with her.
7.	At home Ellen White was a joy to be near. She was a warm-hearted person who loved her family.
8.	She continued to write until her death in 1915.
Doctrines—Truth and Falsehood: 1 2
1.	Giving your heart to Jesus involves believing He loves you and claiming His promise to save you. He will not cast out one who comes to Him'. Ellen White believed in the doctrine of Christian assurance.
2.	An indirect doctrine which comes through in this lesson is the gift of prophecy and the consistency of the life of the one whom God called to the prophetic role.
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Growth and Organization:
Ellen White saw Sabbath-keeping Adventists grow from a handful to 137,000 during her lifetime. She contributed largely to this growth·
Evidences of God's Leading:
The whole story of Ellen White is a profound witness to God's leadingl From her childhood experiences until her death, her life and ministry were a series of miracles testifying to God's love for His people.
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18.	World Mission
LESSON PURPOSE
To show how the concept of missions gradually began to grow in the SDA Church.
PERFORMANCE OBJECTIVES General;
Knows historical facts. Specific;
OUTLINE
1.	Discovering that "the field is the world.״
2.	Going beyond Adventists.
3.	Going to other ethnic groups in America.
ASSIGNMENT
Read Lesson 18 and fill in the summary page at the end of the lesson.
PRESENTATION
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
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1.	True or False: From the very beginning, Seventh-day Adventism carried on a worldwide work of missions· (False.)
2.	What Millerite teaching discouraged soul winning after October, 1844? (The "shut door," the belief that
no one else could be saved after this date.)
3.	What conversion story in Battle Creek parallels Peter’s dream of Cornelius’ house? (Bates’s conversion of David Hewitt, a Presbyterian who had never been an Adventist.)
4.	Who sent Μ. B. Czechowski to Europe? (Sunday keepers.)
5.	Albert Vuilleumier asked the General Conference to send a missionary to what country? (Switzerland.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work.
5· (Note: Consult parallel information in Spalding’s Origin and History,)
Your Questions for Discussion:
Events and Dates:
1.	The 1901 General Conference reorganized to provide for world mission.
2.	In 1857 A. C. and D. T. Bourdeau began work among non-English immigrants to the U. S.
3.	In February, 1865, the Review reported a General Conference resolution to win freed slaves to Christ.
4.	In 1865 California Adventists requested a preacher, and in 1872 the Whites went west to build up Adventism.
5.	In 1861 the Review reported Sabbath keepers in England and Ireland· There were also Sabbath keepers in France.
6.	In 1868 Albert Vuilleumier asked the General Conference to send a missionary to Switzerland. It took them six years to answer that call.
SUGGESTED
SUMMARY
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Key Persons and What They Did:
1.	Bates—worked with Dan Palmer and his Adventist group in Jackson and converted David Hewitt in Battle Creek. Hewitt’s conversion opened a broader horizon of evangelistic activity, since Hewitt was not a Millerite and never
had been.
2.	A. C. and D. T. Bourdeau—evangelized the French-speaking people in Vermont.
3.	John G. Matteson—in the 1860’s he began producing tracts for his work with the Danish and Norwegian people in Wisconsin and Minnesota.
4.	Μ. B. Czechowski—a former Catholic priest sent to Europe by a Sunday-keeping group when the Adventists refused. He went to Switzerland and preached the Sabbath there.
Doctrines—Truth and Falsehood:
1.	"The field is the world."
2.	Only a few Millerites accepted the third angels’ message.
3.	The ”shut door" teaching of the Millerites falsely asserted that the door of mercy was closed shortly before October 22, 1844, and none could be saved after that time.
4.	In 1859 Uriah Smith wrote that Rev. 10:11 could probably be fulfilled in America, since it was composed of people from almost every nation’. Adventists believed that missionaries from other churches had fulfilled Matt. 24:14.
Growth and Organization:
1.	The thirty-year delay in mission expansion can be explained by the need for our early pioneers to understand better the message they were to bear.
2.	The mission delay was also a result of not having adequate organization to support missionaries’.
3.	After the great disappointment of 1844, it took sixty years before there were as many Adventists again.
Evidences of God’s Leading:
1.	In February, 1845, Ellen was given a vision of the great work to be done before Christ returns.
2.	God’s protection of Μ. B. Czechowski at the border crossing.
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19.	Assignment Accepted
LESSON PURPOSE
To describe the expansion of SDA missions into the whole world, and to review the biography of J. N. Andrews.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Applies principles.
Specific:
OUTLINE
1.	Interest in Switzerland.
2.	World challenge accepted.
3.	J. N. Andrews goes to Switzerland.
4.	J. N. Andrews: biography.
5.	Expansion to other countries.
6.	Decentralization and growth.
7.	Appeal to mission service.
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Read Lesson 19 and fill in the summary page at the end of the lesson.
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	In what year did J. N. Andrews go to Switzerland as our first foreign missionary? (1874)
2.	J· N. Andrews’s research project revealed that the Sabbath began at: (1) sunset; (2) sunrise; (3) six o’clock in the evening; (4) midnight. (Number 1)
3. How did Ellen White describe J. N. Andrews in a letter to the Swiss people? ("The ablest man in all our ranks.")
4.	J. N. Andrews wrote a doctrinal book that has remained a standard SDA work for over a century.
What doctrine did he discuss in his book? (The Sabbath.)
5.	What is the approximate membership of the Seventh-day Adventist Church today? (Well over 2,000,000)
2.	Discuss "Your Questions for Discussion” from the students’ summary pages.
3.	Review the balance of the summary page, using the com-pieted summary in this manual.
4.	Do your History Chart work.
5.	Additional activities and discussion:
a.	If any students in your class are from other countries, or if some have been in the mission field, ask them for a firsthand report of missions from that area.
b.	What are the prospects for missions in the future?
What about the opening up of communist countries?
Are we ready?
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
ASSIGNMENT
PRESENTATION
Your Questions for Discussion:
SUGGESTED
SUMMARY
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Events and Dates:
1.	Events of 1874:
a.	Founding of Battle Creek College, the first SDA institution of higher learning.
b.	Signs of the Times was launched.
c.	A joint campmeeting and General Conference was held in Michigan at which James White insisted the message must go to the whole world.
d.	The General Conference in session, voted that J. N. Andrews should be sent to Switzerland.
ICeij Persons and What They Did:
1.	James Erzberger—a theological student who came as a representative to the General Conference from Switzerland. In 1870 he returned to Switzerland, a Seventh-day Adventist minister.
2.	J. W. Andrews—first SDA foreign missionary to Switzer-land in 1874. He was a preacher, student, writer, editor, and administrator· He was the third president of the General Conference, from 1867 to 1869. He died from tuberculosis in 1883 at age fifty-four.
3.	G. I. Butler—first General Conference president to travel overseas.
4.	Gerhardt Perk—former Mennonite turned SDA in Russia.
5.	L. R. Conradi—a young German who came to America, accepted the Sabbath, graduated from Battle Creek College, and after working in Russia assumed a leadership role in the work in Central Europe.
6.	Theodore Anthony—a native Turk who accepted the Sabbath in America and moved from California back to his home-land to spread the gospel.
7.	Abraham La Rue—went to Hong Kong as a self-supporting missionary at age sixtyI
8.	David Ostlund—first missionary to Iceland; en route two other Adventists met him on shipboard and decided to join him in his work l
Doctrines—Truth and Falsehood:
1.	By 1873 the Review had changed its interpretation of
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Matt. 24:14 to see it as unfulfilled prophecy.
2.	J. W. Andrews in 1855 showed Biblical evidence that the Sabbath begins at sunset, not at sunrise or at six o'clock in the evening. His great book History of the Sabbath was standard for over a century.
Growth and Organization:
1.	J. N. Andrews became the first missionary. Before the 1870's ended, SDA workers had been in Prussia, France, and Italy.
2.	In the 1880 's the work expanded into Egypt, Russia, Australia, South Africa, Hong Kong, Pitcairn, and Turkey.
3.	In the 1890 's the message moved into Finland, Mexico, Chile, Brazil, Japan, Fiji, Iceland, and India.
4.	Today Adventists are working in all but six countries and continue to grow.
Evidences of God's Leading:
1.	Guiding J. N. Andrews into His service—Ellen White called Andrews "the ablest man in all our ranks."
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20.	The Fitness Revolution
LESSON PURPOSE
To develop an understanding and appreciation of the health message of the SDA Church.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Understands the basis for health reform. Applies principles.
Specific:
OUTLINE
1.	The need for a health emphasis.
2.	Gradual health developments in the church.
3.	The fitness revolution.
4.	Health reform and the White family.
5.	John Harvey Kellogg and The Battle Creek Sanitarium.
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1.	Begin reading Lesson 20, and read to the heading, "Health Reform and the White Family.11
2.	Begin the summary page at the end of the lesson.
1.	Complete reading Lesson 20, from the heading, "Health Reform and the White Family" to the end of the lesson.
2.	Complete the summary page at the end of the lesson.
3.	Memorize 1 Cor. 6:19, 20.
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	What pioneer appears to be the only health reform advocate in SDA history before the 1860*s? (Bates.)
2.	True or False: Adventists never allowed liquor, but they did allow tobacco in the earliest years. (True.)
3.	Ellen White’s, Otsego vision warned against which of the following items? Write the numbers only:
(1)	Tobacco
(2)	Swine’s flesh
(3)	Spices
(4)	Tea
(All are correct: numbers I, 2, 3, and 4.)
4.	How did the majority of Adventists respond at first to Ellen’s health reform message? (They ignored it.)
5.	True or False: Health reform was directly related to the church’s message about the blotting out of sins. (True.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review key points in the reading assigned for the first day.
4.	Do your History Chart work.
5.	Additional activities and discussion:
ASSIGNMENT (for 1st day)
(for 2nd day)
PRESENTATION
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a· Show a health film.
b. Discuss carefully selected portions from Ministry of Healing.
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	How did Ellen White’s health at eighty compare with that of age eight? (She was in better health at age eighty.)
2.	True or False: It was easy for Ellen White to become a vegetarian. (False.)
3.	What was the name of the institution formed as a result of Ellen’s health vision on Christmas day, 1865? (Western Health Reform Institute, later renamed Battle Creek Sanitarium.)
4.	What physician contributed most in making the new hospital in Battle Creek a success? (John Harvey Kellogg.)
5.	What do we call the teaching which says that God is inside everything, including people, animals, birds» and trees. (Pantheism.)
6.	Write your memory passage from 1 Cor. 6:19, 20. (Note: See Assignment.)
2.	Discuss ”Your Questions for Discussion" from the students’ summary pages·
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work.
5.	Additional discussion: Refer to footnotes in the text-book for excellent resources.
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
(for 2nd day)
Your Questions for Discussion:
SUGGESTED
SUMMARY
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Events and Dates:
1.	In a vision at Otsego, Michigan, June 5, 1863f Ellen White received her first vision on health reform which initiated the worldwide health program of SDA's.
2.	On December 25, 1865, Ellen had a vision in which she saw that the Adventists must develop their own health institution. The Western Health Reform Institute was founded in 1866.
3.	In 1902 Ellen White emphasized combining health and gospel work. She declared that every member 11should take hold
of medical missionary work.”
4.	In 1907 Dr. J. H. Kellogg broke with the church.
Key Persons and What They Did:
1.	Ellen White—developed an exciting new health message through inspiration. To become a health reformer in practice took great discipline on her part, but she did it because it was right. The Adventist health message was unique because it emphasized the relationship of religion to health.
2.	John Harvey Kellogg—Dr. Kellogg became medical super-indentent of the Western Health Reform Institute in 1875 at age 24. This institution later became the world-renowned Battle Creek Sanitarium. He wrote fifty books, founded a medical college, performed operations, lectured, invented treatment devices, and developed scores of foods. He left the church in 1907 because of his pantheism, organizational conflicts, and his rejection of the Lord's messenger.
Doctrines—Truth and Falsehood:
1.	Not understanding the principles of health and the relation-ship of diet and hygiene to life, the early pioneers
were often sick.
2.	The 1863 Otsego vision pointed out the harm of meat, tea coffee, spices, and rich desserts. Adventists never allowed liquor, and in the 1850's they saw the evil of tobacco. This vision revealed the need for a health message. It included both prohibitions and provisions for healthful living. At first Adventists were unresponsive.
3.	Medical missionary work is the gospel in practice.
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4.	Kellogg's error of pantheism asserted that God could be described as gravity, sunshine, or the impulses within manl
(NOTE: Kellogg’s book on health, The Living Temple, permeated with pantheism, distorted the Adventist views on the relationship between God and the body of man·)
Growth and Organization:
I.	By 1902, the Western Health Reform Institute and its
associated hospital had grown into a complex with room for a thousand patients.
Evidences of God's Leading:
I.	A comparison of Ellen White's health during her child-hood and her health in her eighties testifies to God's leading. (She was healthier at eighty'.)
2.	Ellen was often miraculously healed.
3.	The contribution of Adventists to world health shows God's leading.
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21.	The "Nicest" Work
LESSON PURPOSE
To survey the history and philosophy of Christian education in the SDA Church.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Appreciates SDA educational system.
Specific:
OUTLINE
1.	Early schools.
2.	The ,,nicest11 work.
3.	An inspired philosophy.
4.	The first SDA college.
5.	Other schools.
ASSIGNMENT (for 1st day) 1
1.	Begin reading Lesson 21 and read to the heading, ,,The First SDA College."
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2.	Begin the summary page at the end of the lesson.
1.	Complete reading Lesson 21, from the heading "The First SDA College" to the end of the lesson.
2.	Complete the summary page at the end of the lesson.
(for 2nd day)
1.	Administer the following quiz. When the students have handed in their quiz papers, read the questions again, giving the answers.
1.	What was the first SDA institution of higher learning? (Battle Creek College)
2.	Where did Goodloe Bell learn about Adventism?
(In Battle Creek at the Western Health Reform Insti-tute.)
3.	List three areas of man’s being which must be developed in Christian education. (Physical, mental, spiritual [or moral].)
4.	What study should occupy the most prominent position in SDA education? (Bible)
5.	Complete this statement from MH 395: "Every son
and daughter of God is called to be a ___________."
(missionary.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review key points in the reading assigned for the first day.
4.	Do your History Chart work.
5.	Additional discussion: See textbook footnotes.
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
PRESENTATION (for 1st day)
(for 2nd day)	1. Administer the following quiz. When the students have
handed in their quiz papers, read the questions again, giving the answers.
1.	True or False: Goodloe Bell was the first president of Battle Creek College. (False)
2.	True or False: The second president of Battle
Creek College was not a Seventh-day Adventist. (True)
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3.	What two men, working together at Battle Creek College, were able to provide teachers for establishing Adventis*־ church schools? (Sutherland and Magan.)
4.	Give one reason why Emmanuel Missionary College struggled for enrollment in the early 1900’s.
(Several possibilities: No degrees were given, buildings scarcely heated, only two meals a day,
Battle Creek College was reopened.)
5.	What school took the place of Dr· Kellogg’s American Medical Missionary College in Chicago and Battle Creek? (College of Medical Evangelists, now a part of Loma Linda University.)
2· Discuss ״Your Questions for Discussion" from the students’ summary pages·
3.	Review the balance of the summary page, using the com-pieted summary in this manual·
4· Do your History Chart work.
5.	Additional activities and discussion:
a.	Bring in a resource person who can trace the history of SDA education· There may be a local individual who can present an interesting history of your own school.
b.	For additional discussion, see textbook footnotes·
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
Your Questions for Discussion:
Events and Dates:
1.	In 1855 a church school was begun in Battle Creek, but abandoned six years later when a new public school went up nearby.
2.	In 1872 the General Conference voted to sponsor Bell’s Select School as the first official SDA school.
3.	In 1891 Union College opened.
4.	In 1892 Walla Walla College opened.
5.	In 1901 the General Conference voted to move B. C. C. to the country. It became E. M. C. at Berrien Springs,
SUGGESTED
SUMMARY
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but in 1903 Kellogg reopened Battle Creek College, making E. Af. C. 's survival difficult.
Key Persons and What They Did:
1.	Goodloe Bell—former student of Oberlin College in Ohiof was the first teacher of the first official SDA elemen-tary school.
2.	Sidney Brownsberger—became the first president of Battle Creek College. He resigned in 1881 and was called to Healdsburg Academy and College to be president, where
he did a better job.
3.	W. W. Prescott—served as president of Battle Creek Collegef Union College, and Walla Walla College, all at the same time'.
4.	Ed Sutherland and Percy Magan—president and dean of B. C. C. who revolutionized the school. Later they relocated B. C. C. near Berrien Springs, Michigan, and Emmanuel Missionary College was born.
Doctrines—Truth and Falsehood:
1. Ellen White called education the "nicest" work, meaning precise, meticulous, careful work. She called for an educational program that would promote the glory of God and develop all aspects of man—mental, physical, and spiritual. It included service, missionary training, and soul winning, with the Bible and God in the center of it all.
Growth and Organization:
1.	In 1853 and 1854 quite a number of Adventist families had day schools in their cwn homes, but they died out in a year or two.
2.	Between 1874 (date not in lesson) and 1892 five Adventist Colleges were established.
3.	In the early 1960's E. M. C. was enlarged into Andrews University. The College of Medical Evangelists was merged with La Sierra College and with the schools of nursing, dentistry, and others, to become Loma Linda Uni versi ty.
Evidences of God's Leading:
1. The unparalleled philosophy of Christian education He
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gave the church through Ellen White.
2.	The locating, building, operating, survival and growth of the educational system of the SDA church.
3.	The dedicated men and women, then and now, who have been led to teach in and to administer our schools.
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22.	Minneapolis 1888
LESSON PURPOSE
To define and appropriate the central truth that Christ is our righteousness.
PERFORMANCE OBJECTIVES General:
Knows historical facts.
Understands theological concepts.
Applies principles.
Specific:
OUTLINE
1.	Righteousness by faith.
2.	Waggoner and Jones.
3.	Why righteousness by faith was not accepted.
4.	The beauty of righteousness by faith.
5.	The 1888 message.
6.	1888 and Ellen White.
7.	Ellen White after 1888.
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1. Begin reading Lesson 22, and read to the heading, "The 1888 Message·"
2· Begin the Summary page at the end of the lesson.
3.	Write a brief paper on the subject, "Why I am a Seventh-day Adventist." (Note: If there are students in the class who are not Adventists, perhaps they could write on why they are not and if they think they ever will be Adventists. Compare these responses with those you received in the beginning of the unit.)
ASSIGNMENT (for 1st day)
(for 2nd day)	1. Complete reading Lesson 22, from the heading, "The 1888
Message" to the end of the lesson.
2. Complete the summary page at the end of the lesson.
3. Memorize this statement from SC 72: "Here is where we need to watch, to strive, to pray, that nothing may entice us to choose another master; for we are always free to do this. But let us keep our eyes fixed upon Christ, and He will preserve us. Looking unto Jesus we are safe."
PRESENTATION	1. Administer the following quiz. When the students have
(for 1st day)	handed in their quiz papers, read the questions again,
giving the answers.
1.	Why is the Minneapolis General Conference of 1888 prom-inent in Adventist history? (Righteousness by faith.)
2.	What two men were the key figures in the 1888 General Conference? (Waggoner and Jones.)
3.	True or False: Ellen White declared the Minneapolis Conference to be one of the saddest chapters in denominational history. (True.)
4.	What emphasis was missing in the doctrinal presentations of the church during the early 1880’s? (Christ.)
5.	True or False: Ellen White agreed with the new ideas presented at the 1888 General Conference. (True.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review key points in the reading assigned for the first day.
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4· Do your History Chart work.
5.	Additional discussion:
a.	Emphasis on righteousness by faith was necessary in 1888 because of the overemphasis on the law. Adventists needed to turn to Jesus for salvation and assurance,
not to the law. Today we have stressed the truth of righteousness by faith, but is there a danger that we, too, could miss Jesus? They could not be righteous by works of the law apart from Christ; neither can we be righteous by faith apart from Christ! Faith can-not be our saviour any more than works could be the saviour of our fathers. ,,Faith is not the ground of our salvation .... It is the means, not the end״
(6BC 1073). Neither our faith nor our works must be emphasized or glorified. Christ is to be glorified.
Read TM 91-94, which is quoted in this lesson, for the full context. Notice how frequently the deity is referred to. Notice how often Ellen White and the Bible call for the glorification of Christ. We should emphasize that while we are made righteous by faith, faith is not our righteousness, Christ is! The two elements of faith and obedience must always be placed in this perspective.
b.	How do we go about presenting ״new light״ to our people today? In 1888 God had a message for His people. Truth is progressively discovered. We must keep learning. What is the latest "new light״ you have discovered? What cautions must be exercised in considering a new teaching?
c.	Discuss the differences and the reasons for the differences between James Whitefs and Ellen White’s ״Way of Life" pictures in this lesson. How many symbols can the class identify? (Note: See L. E.
Froom, Movement of Destiny, pages 182 to 187.)
6.	(Note: Consult parallel information in Spalding’s
Origin and History.)
(for 2nd day)	1· Administer the following quiz. When the students have
handed in their quiz papers, read the questions again, giving the answers.
1.	True or False: Waggoner said that Christ bought us because we are unworthy. (True.)
2.	According to Waggoner, instead of praying about his sins, the Christian should pray about what? (God's promises.)
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3· Ellen White said not to talk about iniquity and wickedness, but about what? (The Saviour; things that will leave a good impression on the mind.)
4.	What popular little book by Ellen White explains righteousness by faith and how it works? (Steps to Christ.)
5. According to Steps to Christ, page 72, what is the Christian to strive for? (That we will not choose another master, but keep our eyes fixed on Christ.)
6.	Write your memory passage from SC 72. (Note: See assignment for 1st day.)
2.	Discuss "Your Questions for Discussion" from the students’ summary pages.
3.	Review the balance of the summary page, using the completed summary in this manual.
4.	Do your History Chart work.
5.	Additional discussion:
a.	Ask your class whether or not they have any new feelings about their church since studying this unit. Do
they feel more a part of their church? Are they more interested in the church? Do the founders seem more like real people?
b.	Is God any less interested in His church today than He was a century ago? Does the term "Adventist" mean as much to us today as it did to the pioneers? Are
we as willing to give our lives as totally to the success of God’s work now as the pioneers did then? What problems of forwarding the church are greater today than in the 1800’s? Lesser? What will it require to complete the work so nobly begun?
6.	(Note: Consult parallel information in Spalding’s Origin and History.)
Your Questions for Discussion:
Events and Dates:
SUGGESTED
SUMMARY
1. General Conference of 1888 which was held in Minneapolis was famous for its emphasis on righteousness by faith.
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Key Persons and What They Did:
1.	Waggoner and Jones—renewed the doctrine of righteousness by faith in the 1888 conference. They refused to debate the issue; they wanted to study the Bible and talk about Jesus. They met arguments with scripture alone.
2.	Uriah Smith—opposed Waggoner and Jones at Minneapolis, but later confessed he was wrong.
3.	Ellen White—endorsed the message of Waggoner and Jones, and provided a cohesive influence in the difficult moments of 1888 and after.
Doctrines—Truth and Falsehood:
The central doctrine in the 1888 General Conference was righteousness by faith. Christ needed to be restored as the sole means of salvation. The church had been looking to man, not Jesusl The church preferred to preach the law and the Sabbath instead of preaching Jesusi Righteousness by faith in Christ means complete dependence upon the merits of Jesus. It means freedom from the bondage of sin, for Christ has already provided the victory. What must we do?
We must strive to remain close to Jesus, who is our all-sufficiency.
Growth and Organization:
I. Total membership at the time of the 1888 General Conference was 27,000. Ninety delegates attended the conference.
Evidences of God's Leading:
Despite the failures of His people to respond to His Christ-centered truth, God continued to show Adventists His truth, through many leaders and theologians, and through Ellen White.