28 The Journal of Adventist Education • February/March 2015 http:// jae.adventist.org

Most Seventh-day Adventistteachers realize that they arepart of an ongoing “evangelisticseries.” In fact, yearly churchsubsidies for small, one-con-stituency schools may well be

equivalent to the cost of a moderatelyfunded evangelistic series in the samecommunity. Adventist teachers realizethat a major goal of church schools isto support parents and churches in in-troducing their children to Christ. Theimportance of early introduction to theBible is highlighted by Solomon inthese well-known words: “Remembernow thy Creator in the days of thy

youth.”1 In Proverbs, Solomon has thepersonification of wisdom remark: “Ilove them that love me; and those thatseek me early shall find me.”2

Ellen White also encouraged theseactivities. She wrote: “Children ofeight, ten, or twelve years are oldenough to be addressed on the subjectof personal religion.”3 She recom-mended not waiting until childrenreach adulthood before introducingthemes relating to redemption and sal-vation, but instead, teaching them earlyto comprehend biblical truths. “Ifproperly instructed, very young chil-dren may have correct views of theirstate as sinners and of the way of salva-tion through Christ.”4

For this reason, Adventist teachersmust find ways to creatively incorpo-rate biblical teachings into worshipsand Bible classes, as well as the othersubjects. Yet, like many teachers, I haveoften wondered how to help ensurethat students make a definite choice forbaptism, and not just acquire doctrinalinstruction and Bible facts.

One day, in the Southern Tidings,the official publication of the SouthernUnion Conference of Seventh-day Ad-ventists, I discovered an article byJamie Francisco,5 a teacher in a one-room school like mine. She reported onan evangelistic series for children, led

B Y J U D Y H A R W A R D

CreatingOpportunities for Students in SmallSchools to Preach From the Bible

29http:// jae.adventist.org The Journal of Adventist Education • February/March 2015

by her students. I immediately con-tacted Francisco, who shared wonder-ful tips with me, including where toaccess the materials she used in theevangelistic series she organized for her

students.

The resource, Truth for Youth, cre-ated by Young Disciple Ministry,6 is asoftware product comprised of 19 les-sons along with craft ideas for each les-son, health and nature videos, and amusic CD. I was able to obtain the en-tire software package on loan from my

conference education de-partment.

Each lesson included a sermon thatchildren could read verbatim as well ascorresponding pictures and directionsfor creating additional props to accom-pany the sermon, such as signs or com-mitment cards.

Getting StartedSince our church was planning a fall

evangelistic series, I requested permis-sion from the school board andchurch board for our students toconduct a series at the same time.The meetings would take place inthe church fellowship hall andcater to children aged 5 to 10.When possible, the sermon topicsfor the children’s series aligned withthe topics presented each evening bythe evangelist in the adult meetings. What better way for children to

clarify their beliefs than to teach other

A 4th-grade student presents a sermon.

30 The Journal of Adventist Education • February/March 2015 http:// jae.adventist.org

children? The church, parents, and stu-dents were enthusiastic, so we immedi-ately began making preparations. Twomonths before the meetings, parentsreceived letters introducing the series,which was also promoted at Home andSchool events. We asked for volunteerswho could help with technology andlead out with crafts. All students fromgrades 2 through 8 were assigned oneto four sermons each, on preselecteddates. Students received a copy of eachsermon in a notebook and were askedto practice their sermons at home. Thechildren were given a songbook to ac-company the songs on the CD, whichwas also distributed during the meet-ings.

VolunteersTwo volunteers from our congrega-

tion helped download the software forthe sermons. They also worked withthe children until each presenter feltcomfortable using the equipment—which consisted mainly of the com-puter and CD player. One father loanedus his laptop computer. A grandmotheroffered to organize the crafts for eachevening session. She bagged the materi-als, directions, and a sample in large re-closable plastic bags. She helped eachchild practice completing the craft forhis or her presentation night. This en-sured that the children would feel com-fortable leading others.

Gaining SupportNot all students in our schools come

from Adventist homes. One of my stu-dents was not an Adventist. I explainedto this student’s parents that we wereworking with the church, and I thoughtparticipating in the series would bewonderful training for their child inpublic speaking, using technology, andorganizing and planning a project. Theparents agreed to have their child pre -sent the health topics. Excitementbegan to build, as did our prayers forthe Holy Spirit to lead each of us andtouch the hearts of the listeners.

The children practiced their ser-mons both at home and at school. Atschool, they practiced together. Eachstudent would find a corner and readthe assigned sermon aloud. An in-school solo practice presentation wasalso scheduled prior to each evening’stopic. We prayed for the Holy Spirit toinfluence the hearts of the presentersand listeners during each meeting.

The MeetingsOnce the meetings began, I was

amazed at the leadership skills demon-strated by my students. I observed asthey greeted, helped corral the strag-glers, led out in song service, spoke ar-ticulately and with enthusiasm, assisted

one another with the computer andCD player, and explained the crafts. Mymain job at this point was to quietly as-sist in the background. I was so proudof them!

On the last Friday night of the se-ries, one of my 5th-grade boys deliv-ered his sermon. He distributed com-mitment forms for the children to signif they were interested in baptism. Afterthe meeting, as I looked through theforms before giving them to the pastor,I was happily surprised to see that thespeaker for that night had also signed aform. The “preacher” was requestingbaptism! When the candidates from theadult meetings were baptized, so was

1. Prayer PartnersMatch each child in your school with a member of thechurch. Choose people who can come to an open house orother program, and if possible, devote several hours aweek to assisting at school. (Be sure to do backgroundchecks first).7 Retired people are usually thrilled to beasked to participate. Encourage prayer partners to seek outtheir child at church, to interact with him or her at school,to get to know the parents, and, of course, to pray everyday for their child. In turn, have the children write notes totheir partners. At the beginning of the school year, arrangea special prayer time at church where prayer partners meetand pray with the children and their families. End eachyear with a prayer-partner breakfast. I have seen strongfriendships built and witnessed non-Adventist parentsgrow closer to church members. Many become more com-fortable about attending church events because of thefriendships that develop between prayer partners. Havinga prayer partner stay in touch after a child graduates canbe a great source of encouragement to young people whoare away at boarding school, and to those who enroll inpublic high schools. A special bond is developed whensomeone at church seeks them out at church, and callsthem or sends encouraging e-mails periodically.

C r e a t i v e I d e a s

31http:// jae.adventist.org The Journal of Adventist Education • February/March 2015

this 5th-grade student who preachedduring the series held by the children.The Holy Spirit had truly been at work.

After the MeetingsThese meetings generated more in-

terest in the pastor’s Bible study class, asmall study group for students who de-sired further information. Over the

next few months, several other studentsrequested baptism.

As a result of their experience withthe evangelistic series, many of the stu-dents felt more comfortable speaking atschool and at church. Inspired by theirgrowth, I created more occasions forthem to lead out in worship and otherschool-related events.

Years later, this school continues toprovide students with opportunities toserve through mission trips where theypresent sermons to both adults andchildren. I am reminded of EllenWhite’s statement that “with such anarmy of workers as our youth, rightlytrained, might furnish, how soon themessage of a crucified, risen, and soon-

Left: A 7th-grade student pre -sents a sermon.

Top: A 5th-grade student pre -sents a sermon.

Bottom: A 5th-grade studentpreacher who made a decisionto be baptized.

32 The Journal of Adventist Education • February/March 2015 http:// jae.adventist.org

coming Savior might be carried to thewhole world!”10

Teachers can use local or prepared re-sources to create experiences that engagestudents and expand their experiencebeyond religion classes and Bible facts.An evangelistic series by and for chil-dren is one of many creative ways topartner with local congregations, churchmembers, and parents to help preparestudents to make decisions for Christ.

This article has been peer reviewed.

Judy Harward is aretired educatorwho taught for 25years in the NorthAmerican Division.She began her edu-cational career as astudent missionary

to Korea and Thailand during her soph-omore year at college, and later taught inchurch schools in California and theCarolinas. Mrs. Harward writes fromPickens, South Carolina.

NOTES AND REFERENCES1. Ecclesiastes 12:1, KJV.2. Proverbs 8:17, KJV.3. Ellen G. White, Child Guidance (Washing-

ton, D.C.: Review and Herald Publ. Assn., 1954),p. 490.

4. Ibid., p. 491.5. Ron Quick, “Two for the Price of One,”

Southern Tidings (July 2009):8.6. http://www.youngdisciple.com/truth-4-

youth.aspx. Accessed January 12, 2015.7. Child Protection Resources for Seventh-day

Adventist Churches in North America: http:// www. adventistrisk.org/prevention resources/safety-topics/child-and-youth-activities/child-protection. Accessed January 12, 2015.

8. Steve Case, It’s My Choice: Junior BaptismalGuide, Teacher’s Manual (Hagerstown, Md.: Re-view and Herald Publ. Assn., 2002).

9. One-Day Church is a Maranatha VolunteersInternational initiative that helps build churchesthrough volunteer support: http://www. one day church.org/Template_Load. aspx?PageID =441. Accessed January 12, 2015.

10. Ellen G. White, Education (MountainView, Calif.: Pacific Press Publ. Assn., 1903), p.271.

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2. Pastor’s ClassEach January, I invited the pastor to lead a small

study group with students in grades 5 through 8.The junior baptismal book, It’s My Choice,8 wasused to guide the study sessions. Parental permis-sion was required for students to participate. Dur-ing the time I implemented this plan, I never had atime when non-Adventist parents opted out. Thesmall group sessions gave the pastor a chance toget to know the children and to follow up on anyexpressed desire for baptism. I did not call it “bap-tismal class” because I didn’t want the children tofeel pressured. The class was designed to give eachchild an opportunity to ask the pastor questions.Also, even after they were baptized, I encouragedthe children to continue attending the pastor’sclass.

3. Community ServiceWhat better way to grow in grace and a commitment

to Jesus than to serve others? There are nearly endlessopportunities for service in the community: picking uptrash along the highway or at a park, helping at a foodbank or soup kitchen, singing at nursing homes, creatingcards and gifts for shut-ins, etc. One of our school’s fa-vorite projects is to collect change in little banks. At a cer-tain point, we remove, count, and roll the money. Evenkindergartners help!

While I was teaching in a small school, the studentssometimes perused the Adventist Development and Re-lief Agency (ADRA) catalog to decide how they wanted to“spend” their money: to pay for water filters or tents, orto buy food to feed a family. Students have also con-tributed to sponsor One-Day Church9 projects and educa-tion goals sponsored by the local union conference. Theyhelped sort and stack canned goods at the church-ownedcommunity center, visited older church members, andmade cards for sick and shut-in members. They alsomade Valentine’s Day cards and sent them to the localradio station to be distributed to children in area hospi-tals.