Educational Work of the Church
QUALIFICATIONS OF AN EDUCATIONAL DIRECTOR
In the previous lesson certain fundamental foundations were given, of which the educational director should be aware if he is to meet the strenuous requirements of his task. These basic truths were concerned with the fundamental approach to Christian education in the setting of New Testament Christianity and the propriety with which the educational director may work in that setting. Now the focus is to be upon the personal qualifications of the educational director himself.
Spiritual Qualifications
It is impossible to be arbitrary in giving the qualifications of the educational director. The same general qualifications, however, will apply to the educational director as to any other evangelist. For the sake of convenience, his qualifications will be considered from the standpoint of the spiritual, educational or intellectual, physical, and social emphasis. These distinctions are not exclusive of each other. They overlap and intermingle in the person to form a particular kind of personality. These qualifications, therefore, should be considered as co-existent personality traits reflecting the character of the individual.
A man in Christ
The phrase, “a man in Christ,” indicates a mature Christian. To be a Christian, one must have heard the saving Gospel of Christ. Upon the basis of the faith generated by this message, one then turns to Christ in the obedience of baptism. This makes the obedient believer a babe in Christ. “So belief cometh of hearing, and hearing by the Word of Christ” (Rom. 10:17). “And Peter said unto them, Repent ye, and be baptized every one of you in the name of Jesus Christ unto the remission of your sins; and ye shall receive the gift of the Holy Spirit” (Acts 2:38). “Or are ye ignorant that all we who were baptized into Christ Jesus were baptized into his death? We were buried therefore with him through baptism into death: that like as Christ was raised from the dead through the glory of the Father, so we also might walk in newness of life. For if we have become united with him in the likeness of his death, we shall be also in the likeness of his resurrection” (Rom. 6:3-5).
The educational director is more than a babe in Christ. He is a man in Christ. He has attained this status by feeding diligently upon God’s Word. He has exercised himself in the living of the Christian life, and, by reason of this exercise, he is able to determine between good and evil. He has left the first principles of the doctrine of Christ and gone on to the deep things of God. As he continues to strive for perfection, he realizes that he has not yet attained it, but, with the help of Christ, he confidently presses forward in molding himself into the fullness of Christ. “As newborn babes, long for the spiritual milk which is without guile, that ye may grow thereby unto salvation” (1 Pet. 2:2). “For when by reason of the time ye ought to be teachers, ye have need again that some one teach you the rudiments of the first principles of the oracles of God; and are become such as have need of milk, and not of solid food. For every one that partaketh of milk is without experience of the word of righteousness; for he is a babe. But solid food is for fullgrown men, even those who by reason of use have their senses exercised to discern good and evil” (Heb. 5:12-14). “Wherefore leaving the doctrine of the first principles of Christ, let us press on unto perfection; not laying again a foundation of repentance from dead works, and of faith toward God, of the teaching of baptisms, and of laying on of hands, and of resurrection of the dead, and of eternal judgment” (Heb. 6:1-2). “Brethren, I count not myself yet to have laid hold: but one thing I do, forgetting the things which are behind, and stretching forward to the things which are before, I press on toward the goal unto the prize of the high calling of God in Christ Jesus” (Phil. 3:13-14). “Till we all attain unto the unity of the faith, and of the knowledge of the Son of God, unto a fullgrown man, unto the measure of the stature of the fulness of Christ” (Eph. 4:13).
Dedicated to Christ and His cause
The fact that an individual chooses to serve in the area of educational work in the church should be sufficient proof, within itself, that he is dedicating himself to the cause of Christ. Such, however, is not always the case. Unfortunately, some people are opportunists; they accept positions of work in the church from the standpoint of “professionalism.” The educational director who does not realize that his position is one of service to the cause of Christ is disqualified because of his spiritual attitude. Nothing short of complete, dedicated service to Christ will provide sufficient spiritual stamina to carry the educational director through all of the problems and trials which he will face. “For am I now seeking the favor of men, or of God? or am I striving to please men? if I were still pleasing men, I should not be a servant of Christ” (Gal. 1:10).
Prayerful
Prayer indicates dependence upon God. The educational director will realize his own inability to fulfill his responsibility without the help of God. His prayer-life will reflect this attitude. He gains spiritual strength in “prayer without ceasing.” He takes great delight in the precious promises which God’s Word gives him concerning prayer. “And this is the boldness which we have toward him, that, if we ask anything according to his will, he heareth us: and if we know that he heareth us whatsoever we ask, we know that we have the petitions which we have asked of him” (1 John 5: 14-15). “Confess therefore your sins one to another, and pray one for another, that ye may be healed. The supplication of a righteous man availeth much in its working” (James 5:16).
Careful of speech
The educational director realizes that “A word fitly spoken is like apples of gold in network of silver” (Prov. 25:11). He is aware of his possibilities of influence by virtue of the nature of his work. He knows that words are vehicles which convey thoughts and that “as he thinketh within himself, so is he.” Therefore, he is swift to hear, and slow to speak. By a rigid self-discipline of his tongue, he complies with the admonition of Paul to “Let no corrupt speech proceed out of your mouth, but such as is good for edifying as the need may be, that it may give grace to them that hear” (Eph. 4:29).
Humble
Humility indicates that he knows his proper relationship to God and man. In his work, he will be associated with the elders, the local evangelist, the department supervisors of the Bible school and the teachers. True humility on his part will do much to make these relationships pleasant and agreeable. The moment he begins to think of himself more highly than he ought to think, tensions begin to arise and personalities begin to clash. Very few qualities endear one to others more than a manifestation of true humility. He is humble before God and man. He does not seek the glory and honor of this world. He strives to be a true servant of God. “Humble yourselves in the sight of the Lord, and he shall exalt you” (James 4:10). “Likewise, ye younger, be subject unto the elder. Yea, all of you gird yourselves with humility, to serve one another: for God resisteth the proud, but giveth grace to the humble. Humble yourselves therefore under the mighty hand of God, that he may exalt you in due time; casting all your anxiety upon him, because he careth for you” (1 Pet. 5:5-7).
Sincere
Sincerity indicates a total absence of hypocrisy. He is true and genuine in his love for God and man. His actions, speech, and thoughts are marked by openness and frankness toward all. He is not seeking for advantage, but seeking to serve. “Let no man despise thy youth; but be thou an ensample to them that believe, in word, in manner of life, in love, in faith, in purity” (1 Tim. 4:12).
Summary of spiritual qualifications
The spiritual qualifications which have been enumerated are not exhaustive. However, they are necessary. If the educational director is a mature Christian, if he is truly dedicated to serving Christ and the church, and if he is a praying man, careful of speech, humble, and sincere, he will be spiritually prepared for his task. One who lacks any of these spiritual qualifications should not be considered for the position of educational director until he has shown progress in developing them.
Intellectual Qualifications
It is not the purpose of this study to establish arbitrary intellectual or educational qualifications for the director. There are certain generalizations that may be made, however, which the elders would do well to consider before employing anyone for this type of work. They should remember that intellectual standards are relative in value, depending upon the ends to be served. The educational director is going to be serving the congregation in its educational endeavors; therefore, any intellectual requirements demanded of him should serve these ends.
A man with wide horizons
The outlook of the educational director must not be compassed about by littleness of mental stature. He must be a big man in thought and vision. Out of a broad perspective and mature understanding, he should be able to see clearly the road ahead. He must be able to recognize legitimate goals. He should be able to foresee and foretell in order that long-range planning might be effective. In short, the educational director must be a man of vision. “He will need a vision that cannot be dimmed by slow progress or temporary defeat; the kind of vision that gives one patient tenacity, and makes it possible for him to inspire and lead others out of failure and defeat into success.”1
Since the educational director is essentially an educator, he must believe with firmness that the educational method is a possible and necessary path of progress for the church.
A man with depth of educational background
One should realize the distinction between intellectual traits and educational background. One may be intellectual without having the advantage of formal education. Native intelligence implies the ability to adapt to environment, to recognize and evaluate problems, and to adjust to the demands of a complex society without sacrificing individuality of thought and life. On the other hand, one may be exposed to the processes of formal education without having mastered the above-mentioned fundamentals of intellectualism. By “depth of educational background” is meant an intelligent accumulation of knowledge, both formal and informal, in such a systematic way as to bear directly upon the personality, incentive, will, thinking, ability and action of the subject.
Home background
The early years of a person’s life are the formative years. Those who overcome adverse home situations in later years do so in spite of their influence rather than because of it. Therefore, it is better if this “depth of educational background” begins in the home from infancy. The assimilated knowledge, attitudes, and personality traits that children and youth take from. the home environment are remarkable. Family Bible study, devotions, prayers, offering of thanks at meals, consideration, love, gentility, and many other activities mark the truly Christian home. Those who serve as educational directors may perhaps do a better service, if they have been reared for Christ “from their youth up.” Testimonies of many who have not had an opportunity to know Christ until later years will verify the position that nothing replaces the influence of the Christian home upon children and youth. “Train up a child in the way he should go, and even when he is old he will not depart from it” (Prov. 22:6). “Having been reminded of the unfeigned faith that is in thee; which dwelt first in thy grandmother Lois, and thy mother Eunice; and I am persuaded, in thee also” (2 Tim. 1:5). “But abide thou in the things which thou hast learned and hast been assured of, knowing of whom thou hast learned them; and that from a babe thou hast known the sacred writings which are able to make thee wise unto salvation through faith which is in Christ Jesus” (2 Tim. 3:14-15).
It is possible, however, to serve faithfully and well as educational director, even if one is obedient to Christ after reaching adulthood. Consecration and industry may do much to overcome an adverse home background.
School background
The public school system of America has traditionally stood upon the firm principle of separation of church and state. For that reason, very little, if any, Bible or religious subjects are taught in most public schools. However, many subjects offered contribute to “the depth of educational background” which is desired in an educational director. Such subjects as psychology, speech, English, world literature, and history will enlarge the educational director’s perspective of human behavior and equip him to speak and think in those ways which have proven productive of improved human relationships.2
Church background
With such an early background as mentioned above, it is assumed that at an early age young people will become Christians. Ideally, then, the educational director will have been active in the church for many years. He will know, as he looks back upon his early years in the Bible classes and worship services, the problems which are common to most congregations of the Lord’s church. Perhaps he will remember the inadequacy of his teacher, and determine that this situation must be improved. Perhaps he will remember dingy classrooms and skimpy equipment, and come to realize that an injustice was done to many of the past generation. Perhaps he will remember the ill-adapted literature, the lack of organization, the absence of vision, the complete deadness of the Bible school he attended as a youth. Even though pathetic in its nature, such recollections may help him to strive earnestly and prayerfully to remove such shameful conditions from the church forever.3
On the other hand, the educational director may look back upon his church background with genuine pleasure. He may have been fortunate enough to have membership in a congregation which was aware of its educational responsibilities and discharged them zealously and effectively. If so, he will remember dedicated and consecrated elders busily tending the flock. He will remember teachers who were lovable, alert, and dedicated to molding lives for Christ. Therefore, the church background of the educational director, whether pleasant or unpleasant, may serve him in a constructive way as he attempts to improve the teaching program of the church.
College background
Academic degrees are of little value within themselves. The possession of a college degree, alone, is no guarantee of success for the educational director. It is, however, highly desirable that the educational director possess the knowledge which the college degree represents. This knowledge can be obtained effectively through systematic study toward the degree. This is formal education, and is a great advantage to one who is to devote full time to the educational work of the church. Let it be emphasized that the school attended and the type of degree, or degrees, earned are of great importance in considering the college background of the educational director. The director will find it advantageous to have attended one of the colleges which the Lord’s church recognizes as Christian colleges. His background training will be enriched if he has earned his baccalaureate degree with a major emphasis in religious education and a minor emphasis in related Bible subjects. Such courses as curriculum planning, methods in teaching, Christian ethics, audio-visual educational aids, organization and administration of the Bible school, principles of religious education, etc., will be of special help to the director. The earning of the advance degrees of master of science in religious education or master of religious education with minor fields of study in related Bible subjects cannot be urged too strongly for those who intend to devote their life to this challenging work. A survey conducted in recent years to help determine the educational qualifications recommended for directors of religious education showed some interesting results. This survey recommended that the educational director: be a college graduate; have religious education training in a recognized school; do graduate work; have some form of “practical experience” (missionary work, preaching, public school work, etc.); be an educational specialist in various ways; possess a strong Biblical background; be trained in social work; and have extensive religious training.4
This survey also brought to light some of the common defects of the educational director: he needs more specialized training; his training is not adequate; he needs more basic training; he needs more “all-around” training; he needs more theory in his work; he lacks Bible knowledge; he needs more leadership training; he lacks teaching technique; he shows a lack of psychological depth.5
This survey clearly reflects the great need for more specific training on the part of those who would serve as educational director.
Elders are apt to be asking searching questions of prospective educational directors. Such questions as, “Are you a college graduate?” “In which field did you specialize?” “Which college did you attend?” “What practical experience have you had in church work?” “What results did you achieve?” “How did you achieve them?” “Did you co-operate with the elders?” “We are checking the congregations with whom you have worked. Do you mind?”
A man with proper mental attitudes
The educational director will be associated with people possessing various kinds of personalities. It will be necessary for him to maintain a proper attitude toward each one as well as toward the total situation. This calls for a man of mature personality. He must be tolerant toward the faults of others, while at the same time recognizing his own. The attitudes he manifests throughout his associations and relationships will enter largely into his success or failure. The director will be in a position to lead many in Christian growth. He should remember the “beatitudes of a leader.”
1. Blessed is the leader who has not sought the high places, but who has been called into service because of his ability and willingness to serve.
2. Blessed is the leader who knows where he is going, why he is going, and how to get there.
3. Blessed is the leader who knows no discouragement, who presents no alibi.
4. Blessed is the leader who knows how to lead without being dictatorial; true leaders are humble.
5. Blessed is the leader who seeks for the best for those he serves.
6. Blessed is the leader who leads for the good of the most concerned, and not for the personal gratification of his own ideas.
7. Blessed is the leader who develops leaders while leading.
8. Blessed is the leader who marches with the group, interprets correctly the signs on the pathway that lead to success.
9. Blessed is the leader who has his head in the clouds but his feet on the ground.
10. Blessed is the leader who considers leadership an opportunity for service.6
Enthusiasm
The trait of enthusiasm must be deep-seated to be permanent. Many obstacles will arise. Some will be disheartening. Many people will not understand the nature of his work. Others will show no interest or spirit of co-operation. Yet, in spite of all obstacles, the educational director must remain certain of his goals. He must believe in his own heart that the goals can be reached and that they are worth every effort in reaching them. he must not only be certain of this within himself, but must radiate this assurance by an abiding enthusiasm. Enthusiasm in contagious. The entire educational work of the church must be continually exposed to this enthusiasm from the educational director. If other workers see this characteristic in the director, they will more than likely share it with him. “But Jesus said unto him, No man, having put his hand to the plow, and looking back, is fit for the kingdom of God” (Luke 9:62). “I press on toward the goal unto the prize of the high calling of God in Christ Jesus. Let us therefore, as many as are perfect, be thus minded: and if in anything ye are otherwise minded, this also shall God reveal unto you: . . .” (Phil. 3: 14-15).
Patience
The educational director must remember that “Rome was not built in a day.” He must realize that it takes a long period of patient, efficient education and training to accomplish any worthwhile task. Many times he will find it necessary to leave his primary task of supervision and direction to go back once again and teach the first principles of Christian education to workers and teachers. Many times the task of re-organization will be necessary to fill in the vacancies left by those who have “turned back from the work.” Often the laxity of elders and the indifference of the local evangelist to the educational program of the church may cause the congregation to waver in its teaching program. At such times, he will need to remember the words of James: “Count it all joy, my brethren, when ye fall into manifold temptations; knowing that the proving of your faith worketh patience. And let patience have its perfect work, that ye may be perfect and entire, lacking in nothing” (1:2-4).
Friendliness
The person who has the task of directing the educational program of the local church must be “reachable.” This is possible only if he exhibits a genuine friendliness toward all. His disposition should be of such a nature that people quite naturally confide in him. This requires a friendly atmosphere. It is humanly impossible for him to maintain equal relationships with all in the church. This attachment for some above others, however, due to common interests, proximity of age, etc. must not in any way be shown by impartial treatment of anyone. “My brethren, hold not the faith of our Lord Jesus Christ, the Lord of glory, with respect of persons. For if there come into your synagogue a man with a gold ring, in fine clothing, and there come in also a poor man in vile clothing; and ye have regard to him that weareth the fine clothing, and say, Sit thou here in a good place; and ye say to the poor man, Stand thou there, or sit under my footstool; do ye not make distinctions among yourselves, and become judges with evil thoughts? Hearken, my beloved brethren, did not God choose them that are poor as to the world to be rich in faith, and heirs of the kingdom which he promised to them that love him? But ye have dishonored the poor man. Do not the rich oppress you, and themselves drag you before the judgment seats? Do not they blaspheme the honorable name by which ye are called? Howbeit if ye fulfil the royal law, according to the scripture, Thou shalt love thy neighbor as thyself, ye do well: but if ye have respect of persons, ye commit sin, being convicted by the law as transgressors” (James 2:1-9). “There can be neither Jew nor Greek, there can be neither bond nor free, there can be no male and female; for ye all are one man in Christ Jesus” (Gal. 3:28).
Sense of humor
An old adage is, “Laugh and the world laughs with you, weep and you weep alone.” This is not supposed to be true for Christians. “Rejoice with them that rejoice; weep with them that weep” (Rom. 12:15). “Bear ye one another’s burdens, and so fulfil the law of Christ” (Gal. 6:2).
However, if the educational director is not able to laugh at his own mistakes, when they are called to his attention, he will soon be a victim of nervous tensions. He must maintain a healthy outlook on life and realize that “the best-laid plans of mice and men go oft astray.” The director needs the ability to find humor amid the seriousness of soul-winning and soul-nurturing.
Summary of intellectual qualifications
As was stated earlier, it is impossible to be arbitrary about intellectual qualifications. It is possible to speak of the ideal educational director in this respect and establish certain standards which may serve as goals for him. The ideal intellectual qualifications were considered from the standpoint of the educational director's general outlook, his educational background, and his attitudes.
Physical Qualifications
Directing the educational program of a local congregation is a man-sized job. This work, because of its very nature, demands that attention be given to the physical qualifications of the one who does it.
Self-control
Self-control may be considered an emotional, social, or physical trait. All three of these areas are usually involved in the exercise of self-control. The educational director should be able to exercise self-control in two directions: toward himself and toward others. First of all, he should, by nature, have a disposition that is calm and collected. He should not be nervous or irritable. He should be able to practice the art of long-suffering until it becomes his second nature. He should not be easily shocked by what he sees and hears. He should be able to control his tongue at all times. “Brethren, even if a man be overtaken in any trespass, ye who are spiritual, restore such a one in a spirit of gentleness; looking to thyself, lest thou also be tempted. Bear ye one another's burdens, and so fulfil the law of Christ. For if a man thinketh himself to be something when he is nothing, he deceiveth himself. But let each man prove his own work, and then shall he have his glorying in regard of himself alone, and not of his neighbor. For each man shall bear his own burden” (Gal. 6:1-5). “Ye know this, my beloved brethren. But let every man be swift to hear, slow to speak, slow to wrath: for the wrath of man worketh not the righteousness of God” (James 1:19-20). “My brethren, hold not the faith of our Lord Jesus Christ, the Lord of glory, with respect of persons. For if there come into your synagogue a man with a gold ring, in fine clothing, and there come in also a poor man in vile clothing; and ye have regard to him that weareth the fine clothing, and say, Sit thou here in a good place; and ye say to the poor man, Stand thou there, or sit under my footstool; do ye not make distinctions among yourselves, and become judges with evil thoughts? Hearken, my beloved brethren; did not God choose them that are poor as to the world to be rich in faith, and heirs of the kingdom which he promised to them that love him? But ye have dishonored the poor man. Do not the rich oppress you, and themselves drag you before the judgment seats? Do not they blaspheme the honorable name by which ye are called? Howbeit if ye fulfil the royal law, according to the scripture, Thou shalt love thy neighbor as thyself, ye do well: but if ye have respect of persons, ye commit sin, being convicted by the law as transgressors. For whosoever shall keep the whole law, and yet stumble in one point, he is become guilty of all. For he that said, Do not commit adultery, said also, Do not kill. Now if thou dost not commit adultery, but killest, thou art become a transgressor of the law. So speak ye, and so do, as men that are to be judged by a law of liberty” (James 2:1-12).
As the educational program increases, the task of direction will become greater. Workshops, vacation Bible schools, Wednesday night classes, teacher’s meetings, supervisors' meetings, educational committee meetings, eiders’ meetings, etc.: all will seem to come in one continuous round of activity and hurry. Unless he is by nature a calm person, he will soon find himself suffering from nervous tensions, resulting in a feeling of inferiority. This in turn brings near-panic, then inefficiency, then inability. “Put on therefore, as God’s elect, holy and beloved, a heart of compassion, kindness, lowliness, meekness, longsuffering; forbearing one another, and forgiving each other, if any man have a complaint against any; even as the Lord forgave you, so also do ye: and above all these things put on love, which is the bond of perfectness. And let the peace of Christ rule in your hearts, to the which also ye were called in one body; and be ye thankful” (Col. 3:12-15).
Thoughts and deeds must also be controlled. The educational director will have occasion to counsel and advise many pupils, teachers and members in general. He should remember that this type of relationship is more intimate than the group contacts, and therefore, he should guard against unseemly actions or situations. He should be ready to flee at any time as Joseph fled from Potiphar’s wife. “And it came to pass after these things, that his master’s wife cast her eyes upon Joseph; and she said, Lie with me. But he refused, and said unto his master’s wife, Behold, my master knoweth not what is with me in the house, and he hath put all that he hath into my hand: his is not greater in this house than I; neither hath he kept back anything from me but thee, because thou art his wife: how then can I do this great wickedness, and sin against God? And it came to pass, as she spake to Joseph day by day, that he hearkened not unto her, to lie by her, or to be with her. And it came to pass about this time, that he went into the house to do his work; and there was none of the men of the house there within. And she caught him by his garment, saying, Lie with me: and he left his garment in her hand, and fled, and got him out” (Gen. 39:7-12).
More than that, he must avoid “the very appearance of evil.” He will always guard his own life in keeping himself pure. He knows what Paul has said about self-control. “And every man that striveth in the games exerciseth self-control in all things. Now they do it to receive a corruptible crown; but we an incorruptiible. I therefore so run, as not uncertainly; so fight I, as not beating the air: but I buffet my body, and bring it into bondage: lest by any means, after that I have preached to others, I myself should be rejected” (1 Cor. 9:25-27).
Energy
The demands on the educational director's time will be numerous and varied. Most of these demands will be legitimate, but unscheduled. Countless details, emergency situations, and the steady grind of routine Bible school work, all these things and many more, will require a constant flow of energy from the educational director. If he is prone to be slow or procrastinating in nature he will soon find himself hopelessly stalemated. A necessary ingredient for the successful educational director is energy. He must not become “weary in well-doing” either physically or spiritually. A strong constitution and great stamina will be required of him as the work continues through the months and years. “I beseech you therefore, brethren, by the mercies of God, to present your bodies a living sacrifice, holy, acceptable to God, which is your spiritual service. And be not fashioned according to this world: but be ye transformed by the renewing of your mind, that ye may prove what is the good and acceptable and perfect will of God” (Rom. 12:1-2). “And let us not be weary in well-doing: for in due season we shall reap, if we faint not. So then, as we have opportunity, let us work that which is good toward all men, and especially toward them that are of the household of the faith” (Gal. 6:9-10).
Pleasing appearance
A pleasing appearance does not necessarily imply handsomeness. This is an advantageous gift from God, but all have not this gift. A pleasing appearance, however, may be achieved even though one may not be handsome. Neatness of dress will do much to present a pleasing appearance. Dress need not, and should not, be overly fashionable, extravagant, or immodest in color, cut, or design. Simplicity, conservatism, and modesty in the right combination of clothes will present, almost always, a pleasing effect.7 In addition to this, the educational director should exercise proper toilet care. He should be clean and clean-shaven at all times, with nails trimmed, teeth brushed and hair combed. This may seem elemental, but, in the rigor of day to day activity, it is easy to forget small but important matters of this kind. Also, the educational director should remember always that a pleasing appearance is never complete without a winning smile from a glad and sincere heart.
Good general health
The man who is chronically ill, or who imagines himself to be, cannot possibly do justice to the great task under consideration. If his health is generally poor, he should not be expected to attempt such work on such a large scale. Without the blessing of good general health the quick smile, the patient long-suffering, the instant perception, and the disposition of calmness, which are so important in human relations, become increasingly difficult. The person contemplating this type of service should be aware of his physical limitations. He should only attempt to do what he is able to do. However, he should also be aware of the promise of Christ, “Lo, I am with you,” and in the absence of obvious physical limitations, be ready to trust in Him for help to overcome those ordinary frailties which are common to mankind. “I can do all things in him that strengtheneth me” (Phil. 4:13).
Social Qualifications
The astronomer qualifies himself by studying the far reaches of God’s universe. The carpenter is primarily concerned with the art of construction. The geologist is concerned with rocks and minerals. The educational director is concerned with people. He should never forget this. He should never forget that the goals which he is striving to attain will be reached in and through people, if at all. Therefore, his social qualifications are extremely important. Unless he is fully mature, he will be prone to agree with others for the sake of social convenience. He should quickly learn that the path to proper social integration is not always the line of least resistance.
Not a “back-slapper”
The educational director should not be either an introvert or a self-seeking politician. He will need to keep a sharp perspective and to remember his role and work. If he does this, he will realize his chief function is not to serve as a self-appointed one-man committee to greet everyone who comes to study and worship with the church; he will understand that the social functions that occur, such as class parties, fellowship dinners, church picnics, and the like, do not depend upon him to supply the vital spark of life necessary for their success. On the other hand, he will be genuinely friendly, easily approached, and always helpful.
Will love people
The key to the success of the educational director’s social relationships will be his love of people. This love must “be without hypocrisy.” “Let love be without hypocrisy. Abhor that which is evil; cleave to that which is good” (Rom. 12:9).
He must receive a deep satisfaction from associating with people and always be striving for their good. “Love worketh no ill to his neighbor” (Rom. 13:10). The chief emphasis of the educational director’s social connections will be constructive instead of entertaining. This does not mean that he will go about with a cloak of piousness about him; neither will his attitude be that of affected goodness. Instead, the general effect of his contact with all will be refreshing and uplifting, as well as pleasant. “And thou shalt love the Lord Thy God with all thy heart, and with all thy soul, and with all thy mind, and with all thy strength. The second is this, Thou shalt love thy neighbor as thyself. There is none other commandment greater than these” (Mark 12:30-31). “Let love of the brethren continue” (Heb. 13:1).
Concerned with human problems
The educational director will have more than a superficial interest in the lives of others. He will be actually and genuinely concerned with the heartaches and the joys, the obstacles and the inspirations, and the abilities and the limitations of those with whom he associates. This concern for others will not terminate in mere emotion, but will be translated into constructive action. “Bear ye one another’s burdens, and so fulfil the law of Christ” (Gal. 6:2). “Jesus made answer and said, A certain man was going down from Jerusalem to Jericho; and he fell among robbers, who both stripped him and beat him, and departed, leaving him half dead. And by chance a certain priest was going down that way: and when he saw him, he passed by on the other side. And in like manner a Levite also, when he came to the place, and saw him, passed by on the other side. But a certain Samaritan, as he journeyed, came where he was: and when he saw him, he was moved with compassion, and came to him, and bound up his wounds, pouring on them oil and wine; and he set him on his own beast, and brought him to an inn, and took care of him. And on the morrow he took out two shillings, and gave them to the host, and said, Take care of him; and whatsoever thou spendest more, I, when I come back again, will repay thee. Which of these three, thinkest thou, proved neighbor unto him that fell among the robbers? And he said, He that showed mercy on him. And Jesus said unto him, Go, and do thou likewise” (Luke 10:30-37).
This will be possible, because the educational director will understand people as a result of his background and training. This phase of the educational director’s social qualifications is closely related to his role as counselor which is discussed in “Duties of the Educational Director.”
Efficient in unfavorable social situations
All predominately social situations involve a meeting of different personalities. Sometimes these personalities harmonize; sometimes they clash. When personalities harmonize, the result is usually a pleasant relationship. When personalities clash, relations may become strained, difficult, or seemingly unbearable. The educational director will encounter many different types of personalities among elders, preachers, parents, deacons, teachers, and young people. In fact, every person with whom he works will have a unique personality. Everyone is different to some extent. It is inevitable that some of these individuals will have personalities that will clash with that of the director. This is not to say that these people will be unfaithful Christians, or that they will be trying to make the task of the director more difficult. The ideal director will be one who can adjust himself flexibly to the behavior pattern of others and continue to do good work while laboring under unpleasant circumstances. He will recognize the right of others to have mannerisms, expressions, ideas, opinions, and attitudes that are different from his own. He will respect the convictions of others, even though he may not agree with them. “Judge not, that ye be not judged. For with what judgment ye judge, ye shall be judged: and with what measure ye mete, it shall be measured unto you. And why beholdest thou the mote that is in thy brother’s eye, but considerest not the beam that is in thine own eye? Or how wilt thou say to thy brother, Let me cast out the mote out of thine eye; and lo, the beam is in thine own eye? Thou hypocrite, cast out first the beam out of thine own eye; and then shalt thou see clearly to cast out the mote out of thy brother’s eye” (Matt. 7:1-5).
He will remember the words of Jesus, “And as ye would that men should do to you, do ye also to them likewise” (Luke 6:31). He will not consider every disagreement an attack upon his integrity. He will be aware that he has faults, which he himself may not see, and he will exercise tolerance toward the faults of others. If the situation does become unpleasant because of conflicting personalities, he will continue to “pray without ceasing,” and strive to be a good soldier of Christ in all circumstances.
Possesses an “integrated” personality
Ideally, the educational director will be a man who is at ease in every situation. If it falls his lot to supervise the games of the primary department during a vacation Bible school recess, he will know the proper games and how to play them. If he is called upon to deliver the funeral sermon for some notable atheist of the community, he is able to proceed with assurance and poise. If he is confronted by a disgruntled teacher, who feels her “assistant” is replacing her in her class, the educational director will be able to adjust this problem with a minimum of frustration and turmoil.
Ideally, the educational director will be able to throw a baseball, cast a lure, camp out with teenagers and point out the glory of God in the starry constellations and in nature, give the baby its four o’clock bottle, deliver a stirring baccalaureate sermon, comfort a family in time of grief, teach an adult class, co-ordinate a teachers’ workshop, recommend to the elders a long-range program for Christian education in the local congregation, etc. In short, the educational director should know how to live, how to enjoy living to the full, and he should be able to show others that life in Christ Jesus is truly the “abundant iife.”8
Summary
For convenience sake, the qualifications of the educational director have been considered under four categories: spiritual, which includes maturity in Christ, dedication to Christ and His cause, prayer, careful speech, humility, and sincerity; intellectual, which includes vision, broad educational background springing from the home, school, church, and college, proper attitudes of enthusiasm, patience, friendliness, and sense of humor; physical, which includes self-control, energy, pleasing appearance, and good general health; and social, including love of people, genuine concern with human problems, efficiency under difficult conditions, an integrated, or well-rounded, personality, and recommendations against the “backslapper” technique.
Footnotes:
1 J.P. Sewell and H.E. Speck, The Church and Her Ideal Educational Situation (Austin: Firm Foundation Publishing House, 1933), p. 86.
2 E.L. Shaver. “Directors of Religious Education, a Survey,” Religious Education, XLII (January, 1947), 3-27.
3 F.M. McKibben, Improving Religious Education Through Supervision (Dobbs Ferry, New York: Methodist Book Concern, 1931), pp. 23-28.
4 E.L. Shaver, “Directors of Religious Education, a Survey,” Religious Education, XLI (November, 1946), 345-75.
5 Shaver, loc. cit.
6 “Beatitudes of a Leader,” National Education Association Journal, XXXVI (January, 1947), 128.
7 Willis G. Jernigan, “Teacher Preparation,” Firm Foundation, (January 10, 1956), p. 25.
8 Milton Stolz, “Can You Be a Friend?” Christian Bible Teacher, I (August, 1956), 21.
