For two years now, some Christian Schools have been using the “Revelation-Response” series of Bible manuals, copyrighted in 1971, published and distributed by the National Union of Christian Schools, written and organized under the general supervision of Sheri Haan, Project Director. Why an evaluation of the work at this time? The December, 1973 (Vol. VII, No.3) issue of the NUCS Curriculum Newsletter requests recommendations for possible revision of Grades 4-6 Bible material “in a couple of years,” The October, 1974 (Vol. 8, No. 1) issue of the same publication indicates they are “now gathering information for decision on a new edition of Grade 4–6 Revelation–Response.”

The Preface of the sixth-grade Teacher’s Manual indicates:

“The Revelation-Response Series is a new approach to the teaching of Bible that is exciting and rich with meaning. Students begin with the given: revelation as a record of God’s interactions with people in their life situations. However, they progress to the understanding that through this revelation, God is also speaking to them and demands a response of obedient faith.”

The concept that God’s Revelation should evoke a response from His people is certainly laudable, and that n Bible manual should have been developed to accomplish this is commendable, It should be readily apparent, however, that not everyone would be in agreement as to what material from God’s Revelation should be selected for study, nor would all be in agreement with modes of presentation, nor yet would agreement be expected on the type of responses ch0sen to be elicited, as will be seen in what follows.

Dissatisfaction with the material is felt by many, so that some schools do not use it at all , while others do so, but only with considerable modification. An examination of the Teacher’s Manual and the Student Workbook for the sixth-grade level makes it apparent why there are some who arc reluctant to use this publication at that grade level. It is the purpose: of this article to point out those areas which are unacceptable to some, with the hope that, when revision occurs, some of the objectionable features may be eliminated or modified. It is also hoped that others, upon reading this article, may be stimulated to examine the material and express their opinions concerning it. Unless otherwise indicated, specific findings relate to tile sixth-grade Bible course.

A fractured gospel – One is compelled to ask, however, whether modification can ever correct fundamental weaknesses or faulty premises. Under “General Objectives,”1 the statement is made that:

Both the Old Testament and the New Testament are  disclosures of the will of God; therefore, both the Old Testament and the New Testament should be studied. The books of the Bible must be studied as units with  an internal integrity, therefore, the study of individual books should be included.

Surely no one can fault either statement taken by itself, or even together. However, when taken in conjunction with each other, leading to the further criteria for selection of content that, “. . . only limited ‘historical sets’ are to be used, without dependence upon historical sequence for relevance.”2 then an entirely different picture emerges. Each hook of the Bible does indeed have internal integrity; but each has more than that. The Bible, though composed of sixty-six different books, is one; it possesses a unity. We, as Reformed Christians, profess to believe in “progressive revelation,” beginning with Genesis, until the full light of salvation is clearly revealed in the New Testament. To neglect a study of the Bible in its entirety, or to neglect the thread of the story of salvation as progressively revealed through Scripture, is to present an incomplete, a fractured Gospel.

A wrong assumption – The criteria cited is laid down on the assumption that historical sequence is beyond the comprehenSion of students at this age level as indicated in this statement: “The student should be seen in relation to his developmental limitations; therefore highly abstract concepts are to be avoided (in grades 4–8) and only limited ‘historical sets’ are to be used . . . .”3

Strong exception should be taken to this assumption. Biblical material presented in historical sequence is not so highly abstract that students in these grades cannot comprehend it. On the contrary, the story of God’s dealings with His people through the Old Testament era, and the coming of Christ in the New, can cosily be followed in story form, which is far less abstract than those more abstruse concepts of “joy,” “in Christ,” “fellowship,” and “Gospel” from the Book of Philippians, as is the case in the sixth-grade course of study. And where some abstract concepts may exist through the use of the historical sequence concept, is not this precisely the reason we use Bible study manuals, that, where necessary, the Bible story can be presented in less technical language, at a level students con comprehend? Students in grades 4–6 are not so limited in their mental development that they are incapable, with some help and guidance, to understand the simple Gospel story.

No historical sequence – It is to be further noted that the present course envisions teaching concepts without “. . . dependence upon historical sequence for relevance . . .”4 The question arises as to why historical sequence should be avoided. It has been emphatically averred elsewhere5 that psychological studies indicate children do not think chronologically.

With all due respect for those studies, there are many teachers who would take issue with that concept. True, children’s perception of chronological sequence may be somewhat distorted, as for example, when attempting to fix length of time between events. But certainly they do recognize that one certain holiday precedes another; that the period of youth succeeds childhood, followed by adulthood, and old age; and that harvest comes only after a period of time allowing for growth and development, and that animals come to maturity in a similar way. The latter, of course, is more readily recognized by children of rural areas, though most urban children must also notice it to some extent. The concept of chronological sequence, however, is inherent in their thinking and comes to expression in their behavioral relationships toward plants, animals, and people. Admittedly, they are not consciously aware of thiS, and in our dealing with th(‘m in school we often improve upon this aspect of learning, encouraging them in their stories and reports in reading and language classes to place things in chronological order.

In the stuoy of history, though less emphasis today is placed upon memorization of dates, great stress is still laid upon understanding the historical sequence of events under study. Common sense would indicate that material for Bible study ought also to be presented in this manner to insure the proper understanding of an event in its relationship to those preceding it and the effect it has to succeeding events.

Basic truths to be studied – To this point, the terms “story of salvation,” “Bible story,” and “simple Gospel story” have been used synonymously and are intended to convey the idea of the complete story of salvation, beginning with Genesis 1, proceeding through the Bible, and including, the account of creation; man’s original condition; man‘s fall; God’s promise; the fulfillment of the promise in Christ’s coming, His obedience, and His sacrifice; the establishment of the Church; and the propagation of the Gospel to all mankind.

In the course of study being examined here, these eight truths are not made a matter of specific study. Where they do appear, they do so by implication only, and with the assumption that students already possess that knowledge. For example, the Book of Philippians is offered for study under four themes, one of which is “Gospel.” Here, one would suppose, the Gospel as such would become a matter of study. But the objectives cited in the study of “Gospel”6 in Philippians indicate otherwise. They point only to developing a sense of urgency in getting the Gospel to those who need it and methods by which this is to be accomplished. In the lesson entitled “Advent,”7 some forty texts are assigned to be researched to discover the concept “. . . that Jesus’ coming has past, present, and future implications,” but there is no detailed study concerning either the purpose of, or what constituted, His first coming.

Further objectives include, “. . . experience the joyful expectation of the Advent season by listening to selections from Handel’s Messiah,” “. . . respond to the music and Bible reading by constructing their personal Advent greeting curds,” and “. . . consider Jesus’ first coming by reading the story of His birth from their Bibles.”8 Is this now to be the extent of their learning in grade six as to what constitutes the Gospel? Except where a teacher deliberately departs from the content of the Bible course, students are not going to learn the purpose of Christ’s coming, nor those events that made His coming necessary if man was to be saved; nothing concerning man‘s fall into sin, nor his desperate plight in his inability to render satisfaction to God for his sin; nothing concerning God’s promise nor His works throughout history to bring about that salvation; in short, an incomplete Gospel.

As to the Three Forms of Unity – Most teachers in our schools are required to subscribe to those Reformed tenets embodied in the Three Forms of Unity. They are firmly convinced that our salvation depends upon those acts accomplished by God in Christ and reported in the Bible as facts. These facts are arranged and contained in the aforementioned confessions, facts which are historical in character, objective in nature, and thus capable of being taught and learned.

This being true, why do these facts not constitute the material offered for study? How is it possible to evoke a “Response” of gratitude in students for what God has done for them if they have no knowledge of these facts?

As to a unifying theme – An examination of the unifying theme of the work should be undertaken at this point. The titles of the individual units do not immediately reveal one. The titles are: Paul–Philemon; Customs and institutions of the Israelites; Philippians; Advent; Worship; The Later Prophets – Esther; Covenant; Problems and Hopes; Word of God – How it Came 10 Us. However, the specific statement under “Organizing Principles” makes apparent what the unifying theme is. For the sixth grade it is declared to be: “The people of God respond to God’s Word in their corporate and institutional life as well as in personal commitment and moral decisions.”9 This is, of course, a laudable goal and is achieved through lesson objectives, some of which are listed here:

Christian faith an expanding and evangelizing force in the world

Witnessing . . . the real evidence of being a Christian

Students will compare Paul’s background and post conversion experience with their own lives to see that what we are doing now is important to our future

God uses many ways to scatter His people and to extend their witness to all nations

Literature an effective means to bring Gospel to many places

State kinds of slavery in students’ lives and the release available

Demonstrate by attitudes and acts of love that freedom in Christ is being personalized

Learn that “In Christ” means to have Christ reside and preside in our hearts

These few examples, believed to be typical, are cited to indicate that the objectives do support the organizing principle referred to above. Nevertheless, a very basic question needs to be set forth here. Does such a program of study constitute Bible study? Obviously, the answer to that question depends upon one’s definition of Bible study. Certainly it is not an objective study of those facts contained in the Bible covering the salient points concerning man’s fall and his redemption in Christ.

Subjectivism – Further, it is precisely at this point that a major shortcoming is brought to light—the emphasis upon subjectivism in the material offered for study. The term is not here employed in its restricted sense, that of a philosophy in which all knowledge is subjective and that objective knowledge is impossible, but, rather in its more generally used form, a theory which lays excessive stress upon the subjective elements in experience. That this element does exist can readily be observed from the lesson objectives cited above, and demonstrated from the following examples of questions for student consideration:

Bring in some modern art. Analyze it. What does it tell you about our life and the way we think and live?

Is there any type of music to which you feel you should not listen?

Do you think it would be wrong for Christians to use it (cremation)?

Do you think our practice of conducting funerals can be improved?

How do you feel about a policeman?

How do you feel about prayers which are written and then read at a public gathering?

If you truly love your neighbor just as much as yourself, how will this help you be a member of “community”?

List some problems in your life that could be caused by placing “me” over “others.”

These are but a few of the many questions of this type which could be cited. Aside from the appropriateness of some of these questions for sixth graders, they should be rejected when considering their value in relationship to the importance of knowing the objective facts concerning the salvation God has wrought for His people.

Such a philosophy as exemplified by the questions cited above, has the further effect of controlling the direction of the “response,” so that analyses of behavior and incentives to action become a too important element of the workbook. The very first assignment calls upon the students to compile a list of ways they can witness. One is compelled to ask, “Witness to what? To whom? Why?” Had such a question followed a thorough study of the Gospel of Salvation, its relevance could have been apprehended. Other questions of like nature follow: Have you ever been a fisher of men? Have you brought anyone to Christ? List things you can do for your community. What have you done in your community to help the poor, orphans, or other less fortunate people? Write ways God can use you right now as His instrument in sharing the Gospel.

Certainly it must be conceded that students do need to realize their responsibilities towards God‘s claims upon their lives. But let the suggestions be of a nature suited to their age and capabilities. It is just in excessive use of questions of this nature that a great danger exists—young impressionable minds can easily be led into a works-righteousness kind of religion.

Not suited to train for Bible study – Another major dissatisfaction with the present course of study lies in the area of procedural presentation of lesson material. The material as presented is unsuited for fostering, encouraging, and training youth toward competency in personal Bible study.

The lessons might better be structured in such a way and the material of a nature suitable to the concept that, with adequate explanation and supervision students would then be able to do part of it themselves, and as the course advances, with progressively lessening supervision. Diversity and complexity of lesson structure, difficult vocabulary, and concepts beyond the comprehension of sixth graders, all require the teacher to lead students step-by-step through each lesson, thus effectively operating to prevent the development and practice of skills leading to proficiency in individual Bible study.

To establish this desired competency in individual Bible study, practice, that is repetition, should not be neglected. To many, it may well appear to be tedious. Nevertheless it is an accepted, legitimate, and valuable tool in establishing good study practices and habits that will greatly benefit students in after years. To establish a dependable routine, uniformity in lesson structure is recommended, involving recurring patterns of procedure. Students, knowing what is expected of them, can cope better with anxiety and timidity.

The self-conscious, the slow learner, and the underachiever all are handicapped by the inability to achieve, whereas achievement is a psychological concept that looms large in the building up of self-image. Lessons structured as suggested will go far to accomplish building that needed self-image. This is not to suggest such routine need to be so rigid as to exclude a certain amount of variety in writing assignments, such as compositions and written reports, and in oral reports and discussions.

Cartoon illustrations – Some minor points ought also to be mentioned in passing. It is disheartening, when one is attempting to deal with the most serious of all subjects, the way of salvation and man‘s eternal destiny, to have his observations to the students undermined by the cartoon type characters used as illustrations.

This is not intended to suggest that Bible material need be presented morosely or glumly. The Gospel of salvation is indeed Good News, and should bring joy to the hearts of believers. Cartoons, however, operate to detract from the dignity of the material presented and undermines the seriousness of the Gospel claims upon students’ lives.

Adult responsibility – Another point has to do with one of the goals expressed, “Religious questions that the learners are asking and to which they are seeking answers ought to be given a place in the curriculum.”10 Many of the questions appearing in the workbook seem to be directed to that very end. But this compels one to ask to what extent the student should determine the goals of the curriculum and what becomes of adult responsibility.

God directs this command to parents, to adults: “Train up a child in the way he should go . . . .” Parents, with Biblically oriented common sense should determine what children should be taught. Adults may not abdicate this responsibility. This is not to suggest that those questions which naturally arise from youthful observation and thought concerning the material being studied are to be ignored. On the contrary, when they do arise, they should be deemed worthy of such discussion as will clarify the student’s thinking.

Summary – In summary, it is to be hoped that when a revision of this material is undertaken, consideration will be given to the following recommendations; not, however, losing sight of the basic principle set forth in the Preface, that God‘s Revelation ought to evoke a response of obedient faith.

1. A definite, recurring pattern in lesson structure for the reasons cited above. Generally, the outline of each lesson could consist of an introductory paragraph indicating the main objective of the lesson, a Bible text related to the lesson theme for memorization, a list of vocabulary words for study which occur in the lesson, a portion or portions of Scripture for study, a series of simple factual type questions to insure a thorough reading of the ten upon which the lesson is based, another series of questions intended to encourage thinking and developing of concepts, some questions which could form the basis for discussion leading to implications of response, and, where practicable, some type of activity that would allow students to give expression to their understanding of the concept(s) presented by the lesson.

2. That lessons be arranged chronologically, beginning with Genesis 1, and continuing through the Old Testament and through the Book of Acts of the New Testament, highlighting the creation of the world, the creation of man, his condition before the fall, his fall into sin, God’s promise, subsequent results of the fall, God working in and through history to bring about man’s redemption, the coming of Christ, the work He accomplished on earth, the establishment of the church, and the ongoing task of the church to bring in His Kingdom. This body of material could be covered in a two- or three-year program.

3. That lesson objectives and workbook: questions be revised so that more attention is given to imparting and receiving the objective facts of the Gospel of salvation in the course of study and less emphasis upon those subjective elements in experience. 1. Teacher’s Manual, Grade Six, page i 2. Ibid., page i 3. Ibid. 4. Ibid. 5. At a seminar held in Lynden, Washington, led by a representative of the Bible Curriculum Committee of the NUCS 6. Teacher’s Manual, Grade Six, page 48 7. Student Workbook, Grade Six, pages 97, 98 8. Teacher’s Manual, Grade Six, pages 54, 55 9. Ibid., page ii 10. Ibid., page iv