This is to certify that the thesis entitled A Study of Christian Service Training for Ministerial Students in Accredited Bible Colleges presented by 0tho Jennings has been accepted towards fulfillment of the r irements for r “I“ z). 5‘ ,J. Ed. D. degree in Educational Administration 6 Major rolessor ‘ Date January 8, 1960 0-169 LIBRARY Michigan State University ‘ —--w_—— “Jon—*- V""" *. 1’ urn-‘1 Am 4! 3.54. ,1"- '_ ' :w1:1 fish" A timer. the degree 1960 w 58th for Ad‘vg-u -;-"_" “Varsity '3! ;A.. 52'” mm”; '- m3 OF 5‘13! 'JATIG-‘V, 9‘ of Amniatrstivo 925-. Afiflueetional Services A STUDY OF CHRISTIAN SERVICE TRAINING FOR MINISTERIAL STUDENTS IN ACCREDITED BIBLE COLLEGES By Otho Jennings AN ABSTRACT Submitted to the School for Advanced Graduate Studies of lichigen State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and _ Educational Services 1960 Am; /5 /W A .. be puma” O. rm 3! the direct I atrial ttuients in I 2:22 the relationshi Sister. 1 seccrziar; l". ‘ Q‘I‘“ mating for 9...... e .“E-‘n-e. P311391 1::- atria § OI"' ~¥“ a Mafia. ne‘*" 5 fl ‘ .e .c‘ ABSTRACT The purposes of this study were to determine the status of the direct experience training programs for min- - isterial students in accredited Bible colleges and to in- dicate the relationship of such training to the task of the minister. A secondary purpose was to develop specific im- plications for future plans and improvement of these programs. , Printed inquiries were circulated among the deans of the thirty-one member schools of the Accrediting Association of Bible Colleges and among 532 selected graduates. The data received were analyzed and the cumulative results de- b signed to show the training programs as seen by the deans and.by the graduates. It was hypothesized in the study that among the schools concerned no consistent pattern of organization and ’ procedure of direct experience training existed, that the deans and graduates maintained no significant difference of epinien regarding the value of such training and its re- latien to problems of the ministry, and that the training ' itself was not significantly different from the direct ex- . periInee training in the educational preparation of medical doctors, lawyers, teachers and theological seminary F mus. 1:31:31: of t" urinal types 1' t! assent or office tag-crass, and the flange generalize chromium was ob: ..A...e: were re; or ‘ 1J- J‘ ‘ --:~Mn. Integra tine-rial curricula 5:34:91 concurred 1; i‘2!“3“ U l :‘n'. T:“ Opt u H “is ODSOI'VQj ‘spsrt in thO lav TEZAA ‘6 0‘ dim” 01 h a ~ 3:3” t ‘ 0 the . . he sits ‘ “"1 “when . "Sitar Ayer'enc. the: .4" ,, nu infer: . .ecult :‘J‘ atlper T‘alin e ‘20 t3”! 0. Analysis of the returns indicated two general organ- isational types of training programs, one a faculty operated department or office which accounted for 71.9 per cent of the programs, and the other a student organization. Beyond this vague generalisation little consistency in organization and procedure was observed. Sixty-four different experience activities were reported with participation limited largely to eighteen. Integration of these experiences with the ministerial curriculum was limited or weak. The deans and graduates concurred largely in their evaluative Opinion of the programs. The Opinion for the most part being one of approval . It was observed that direct experience played little or no part in the la! schools. In their attitudes toward the value of direct experience training the Bible colleges were similar to the medical and teachers colleges and the theological seninaries. In matters of organization of the direct experience training programs the Bible colleges were somewhat inferior to the seminaries, more so to the teachers colleges, and.most largely inferior to the medical schools. !he most marked inferiority of the Bible colleges was in the dress-ct faculty supervision and control and in curricular integrdtion of direct experience training. 3 ’-*‘!he‘types of problems confronted in the ministry were 9‘ I qt. ' ‘g‘ Os. 1,. .II compared with the types of training offered in the service training programs. Six area types were determined. Of ; these, the training programs were strongest in the area of group cooperation and participation. The weakest area was pastoral counseling. Four other areas were considered weak and in need of strengthening, namely: moral and spiritual . values, organisation and administration, public worship, and problems of health, welfare and social services. ‘ The major conclusions drawn from the study included the need for a clear definition of the goals of direct ex- perience training in relation to ministerial education; the identification of the three most crucial problems in the training programs, namely, the selection of desirable ex- ; .. perioncos, organising and administering the programs, and providing adequate supervision: the need for curricular in- tegration of these experiences; the urgent need for improve- ; meat in training in pastoral counseling; and the need for some basic uniformity among the Bible colleges regarding the criteria for direct experience training. thcr implications for future plans and improvement of the direct experience training programs were concerned with the Joint responsibility of the Accrediting Association and its member schools in the definition of desirable goals and objectives; improvement in the three most crucial prob- lea areas; principles and procedures in curricular m "on of direct on t:.:‘.:ra‘. tomssnng ; 3:121:33 in other pro? 511:: 32 a good direct :asi:;rccedu:'es as: p: o n Lute criteria 0. x. P"a:"‘si 22-03.? ""H‘. vvu ever-$6 c011e Finally, severe? integration of direct experiences; suggestions for training in pastoral counseling; the potential value of direct ex- periences in other professional education; the character- istics of a good direct experience training program; and the basic procedures and principles relevant to implementing an adequate criteria of Christian service training among the accredited Bible colleges. Finally, several implications for future study and research were suggested. A ' _ ’ 'f W film or omisrmt smvms mxmc 3am :- ' . m msmm smms Ill a: - . , - .. p _ Assassins 313m commas w» doctc""‘ Wa- tet- a-zmj Lp‘, Dy ‘3"~ ‘ my. ,iu?"9°“35' "6tho Jennings It. 517" ' .,..~ _\ . .I t‘: r: T(' .“ .3 A.) I." \k ‘ x<~ltb se " . In believe 2 of my H‘i -.-.i'. K . ’hVEu—r . * MI: .4323 .tm 1'; 3'.‘ .. --- of Graduate Studies of Michigan a- culture and mned Science" ' ”553m .2 I ! I... ‘ “ .a‘ P (8 :uru‘ fine "7‘ Ver acce .: sac: resrcn” aa~-U 333'»?! .. W. was give we. ' ‘ é': :.s§‘- q. ~“:. chit :318 '. Q -~‘ .L‘:°‘ e"y to or: ‘ Er... "‘ ....’ nfl‘ - “"e '. 3'. 3'33- 3: ‘51,. ‘ I ‘tt an of h” d ‘ ‘1‘! . «iii: t ' '3-‘50 this - qL.. 3'... ‘ \- b .. \.' ' ~ "V. x u. t, ‘ v e H- h a 3 Co 'w i‘ h‘ a. ’ pet. E“ a \ §.Q w" Gfigsy 7-13-50 11 ACKNOWLEDGEMENTS When his doctoral program was about one-half com- pleted the writer accepted an administrative position in- volving such responsibility and multiplicity of duties that consideration was given to discontinuance of further grad- uate study. That the temptation to do so was resisted is due largely to one woman and two men. My wife, Gatha, kept saying, "Honey, you can do it;" Dr. Clyde W. Campbell, who was Chairman of my doctoral study committee during the first years of my graduate study at Michigan State University, ahaost made me believe I could; and Dr. Karl T. Hereford, who was Chairman of my study committee during the second half of my program, showed me how it could be done. To these three this study is sincerely dedicated. Grateful acknowledgement is due also to the Bible college adminis- trators and graduates who helped to make this study possible, and to Dr. Carl E. Gross, Dr. William H. Roe and Dr. Madison Kuhn, members of my advisory committee for their instruc- tion, patience and faithful guidance throughout my program. I 'O-ee‘i ’ I'- a -. =~ “2:, 1‘1 ‘0' e. e-d .,u,~~ ‘ ._.. “‘5“? e x. “‘0 ’1‘: It ~ H ~§V.-“‘ “‘ ~.. ‘ ? 7“ “ ~‘ ‘ Q ‘ r.“ oggct ":13! 4“ 5&1‘125 Ber}: 'O:_pare a $393.: 37‘ {11 TABLE OF CONTENTS CHAPTER PAGE I. THE PROBLEM AND ITS SETTING. . . . . . . . . . . 1 Statement of the problem . . . . . . . . . . . 1 Basic assumptions underlying the study , , , , 3 Hypotheses to be tested. . . . . . . . . . . . 1o Methodology and investigational procedure. , , 12 Definition of terms. . . . . . . . . . . . . . 15 Limitations of the study . . . . . . . . . . . 16 Organization of the study. . . . . . . . . . . 18 II. THE TASK OF THE MINISTER . . . . . . . . . . . . 20 Introduction................. 20 The task as defined by deans . . . . . . . . . 21 The task as defined by ministerial graduates . 2h The task as defined by related literature. . . 26 Smary.................... 35 III. THE CURRENT STATUS OF CHRISTIAN SERVICE TRAINING 37 Introduction . . . . . . . . . . . . . . . . . 37 Attitudes of Bible College personnel toward Christian service training. . . . . . . . . to Organization and procedure of Christian service training. . . . . . . . . . . . . . A6 Comparative evaluation by deans and graduates . . . . . . . . . . . . . . . . . 6h Summary and conclusions. . . . . . . . . . . . 68 nee-In -.- s' *‘e 5“ '1’ '3‘ 3“": g? “-2-. at a... my“ v.‘... 1““Rsfiva “can..v_ . . O Y -ntrcéucti or: DiTOCt ener- 3139?: orpgy Direct ”:62 Erect cue. F’°£’P&:.s p “axiarlti‘v' h. . I“ *~¢~v “‘ . i“ s ‘ ‘ , s “t §{ .‘UPR. \ Vddfla ' w. ‘x‘ u‘.‘ iv CHAPTER PAGE IV. THE ROLE OF DIRECT EXPERIENCE IN PROFESSIONAL EDUCATION. . . . . . . . . . . . . . . . . . . 72 Introduction . . . . . . . . . . . . . . . . . 72 Direct experience in medical education . . . . 7h Direct experience in law education . . . . . . 76 Direct experience in teacher education . . . . 77 Direct experience in theological seminary programs. . . . . . . . . . . . . . . . . . 82 Comparative analysis of direct experience programs. . . . . . . . . . . . . . . . . . 83 V. THE CONSISTENCY OF CHRISTIAN SERVICE TRAINING VITH PROBLEMS PERCEIVED BY MINISTERS . . . . . 9h Introduction . . . . . . . . . . . . . . . . . 9h The relation of Christian service activities to problems of the ministry . . . . . . . . 98 The attitudes of the graduates and deans toward Christian service training as orientation for problem solving . . . . . . . . . . . . . . 107 Summary. . . . . . . . . . . . . . . . . . . . 113 VI. SUMMARY AND CONCLUSIONS. . . . . . . . . . . Introduction . . . . . . . . . . . . . . . . . 115 Smary....................115 Conclusions drawn from the study . . . . . . . 120 h . 'a u ' 9 O O O I I o e I. 'h a _. a - s a . . I a s e a O o 9 O O O I a Q . O 0 0 O a v . O I 0 O O ' «Y LIST 4 PAGE fer organisation and ahinis- ' mafia service training .. ‘fO‘UI‘ O O O O O O O O O O O O 0‘ O 123 «7 "further research . .2. . . . . 135 '1‘ ( e.e:eeeeeeeeeeeee137 'eeeeeeeeeeeeeeeee Ill-2 “? with (y' 1pake 1- : ~_ H satin. 9: 59,715.”, ‘1'. i a ‘. - . . . V - . I . ’ .’- , ,7 , film! '2‘ H 1“.“T '27 . :- » 7 awn?" ~, . . MWARG doors” ‘ -‘ ‘ ‘_ - . . L. . 31th eff} :=.. . "H v - r ‘n a I" ‘ 33.31;? 3‘52???» 5'5“ I'_ W’ I: p ’ _‘5 Mice. with the ‘3‘ twat-1.x; . . cl -0: @515" r. f—w.« :v .nt‘tICSc: 95“ TABLE I. II. III. LIST OF TABLES Major Problems of the Ministry as Identified by Twenty-four Bible College Deans . . . . . Major Problems of the Ministry as Identified by 285 Bible College Graduates . . . . . . . Number of 285 Ministerial Students Partici- pating in Thirty-nine Types of Christian , Service Activity . . . . . . . . . . . . . . Frequency with Which 285 Ministerial Students Participate in Various Numbers of Christian Service Activities . . . . . . . . . . . . . Method of Assigning Christian Service Activities . . . . . . . . . . . . . . . . . Eight Methods of Curricular Integration Reported by Twenty-nine Accredited Bible Colleges . . Frequency with Which Twenty-nine Bible Colleges Indicated Eight Methods of Integrating Chris- tian Service with the Total Curriculum . . . Rank Order of Christian Service Activities Con- sidered Most Valuable by Deans and Students. Least Valuable Types of Christian Service Train- ing as Reported by an Deans and 285 “amt. 3 0 O O C O O O 0 O O O O 0 O O O I 0 V1 PAGE 23 25 h9 S2 58 61 66 69 Vii PAGE Major Problems of the Ministry as Identified by Twenty-four Bible College Deans. . . . . 101 Major Problems of the Ministry as Identified by 285 Bible College Graduates. . . . . . . 102 Problems of the Ministry Classified in Six Main Groups . . . . . . . . . . . . . . 103 Frequency with Which Thirty-five Christian Service Activities Fall Into Six Main Types of Problems . . . . . . . . . . . . . 10h Christian Service Activities Reported Most Helpful in Problem Solving According to the Deans and Graduates . . . . . . . . . . 110 ll CHAPTER I THE PROBLEM AND ITS SETTING I. STATEMENT OF THE PROBLEM Purpose g£.§§g 53251. The purpose of this study is to determine the nature of the Christian service training offered ministerial students in accredited Bible colleges, and to relate such training to the task of the minister. Stated more specifically, the objectives of this study are threefold: (1) To determine the status of the Christian training programs in the accredited Bible col- leges. (2) Th ascertain the relationship of Christian ser- vice training to the problems of the ministry. This rela- tionship is to be explored through the viewpoints of Bible college deans, beginning ministers and experienced min- isters. (3) To develop specific implications for future plans and improvements of these programs. Eggggtance 25 Egg ggggz. A number of factors appear to justify this study. Questions have been raised regard- ing the value of satisfaction with the present Christian service programs of the Bible Colleges. Dr. S. A. Witmer, Executive Secretary of the Accrediting Association of Bible Colleges, reported to the Association three noticeable . weahmasses in the programs. These weaknesses included a lack of clearly defined objectives, a lack of well organ- 1 iced program, and a lack of adequate personnel. There appears also to be a need for a reexamination of present practices in the training programs. This obser- vation is related directly to the first mentioned factor and is a logical corollary to it. Training through direct. experience is provided generally in professional education. In ministerial education of the Bible college type the direct experience is known as Christian service training. A study of such training would be relevant to education for the profession. Such a study would appear to possess defi- nite value for evaluation of the Christian service training programs in the Bible colleges. Furthermore, there is very little literature available on any phase of the subject under investigation. Finally, the comparatively large number of schools of the Bible college and/or Bible insti- tute type lends weight to the importance of this subject. Hubert Reynhout Jr. in his study of Bible institute curric- ulums lists one hundred forty schools known to be in . 1 S. A.‘Iitmer, "Report on Christian Service Train- ing in the Schools of AABC," (unpublished report read be- . fore the annual meeting of the Accrediting Association or 'Bible Colleges, Chicago, Illinois, October 30, 1958) pp. hf. operation at the time of his study.2 II. BASIC ASSUMPTIONS UNDERLYING THE STUDY The assumptions stated in the following paragraphs have been taken as the basis of this investigation. 1. It has been assumed that three major factors affect ministerial training programs. These are the reli- gious and philosophical framework of the training institu- ions, the task or business of the minister, and an inter- nally consistent theory of educational growth and development. In connection with the foregoing statement it was further assumed that the concept and practice of Christian service training are consistent with Bible college reli- gious philosophy. The foundation of this assumption lies in the premise that educational curricula are planned and executed largely by administrators and teachers. It was considered inconceivable that any widespread educational practice should be contrary to the beliefs of those who formulated and propagated it. ln'reference to the second major factor it has been taken for granted that the central task or business of the z'lubert'Re’ynhart Jr., "A Comparative Study of Bible Institute Curriculums,' (unpublished Master's thesis, university of Michigan, Ann Arbor, 19h7), pp. 61-73. ....~ N VNK .4.‘ minister is predominatly in the area of human relations. Like the teacher, he is working with people. More than the teacher, he 1. a spiritual leader in the community, that is, his constant and primary concern is for the religious be- liefs, the moral standards and the eternal destinies of the people. His success or failure is determined almost en- tirely by his personal influence upon and with people. Furthermore, it has been accepted that educational theory to be useful in dealing with the problems of human relationships is appropriately a theory of educational growth and develOpment. Granted that the minister's task lies mainly within the area of beliefs, morals and destiny, it follows that he is concerned constantly with the spir- itual growth and development of his parishioners. 2. It has been assumed that the task of the minister is acceptably defined and described by the Bible college educators, the Bible college graduates and the related lit- _erature in the field of pastoral theology. In the present study certain Bible college educators, the deans, and a selected list of graduates engaged in the ministry were asked to define the task of the minister in terms of the laser problems encountered. Their responses were assumed te be many significant. The deans represented the professional educators these hlsiness is to train students for the ministry. Their Y 7"! i\interests should, therefore, be aligned with the students' educational objective, adequate professional training. Their viewpoints would be those of the expert, whose obser- vations tend to be more objective and more analytically critical than those of the regularly performing minister who is largely subjectively submerged within his ministerial activities. The graduates, on the other hand, presented the sub- Jective reactions of those currently engaged in the task of 'the ministry. Their replies indicated the problems of the vocation as they saw them at the time. The literature in the field of pastoral theology is extensive. Heny of the descriptions contained therein represent the viewpoints of the scholars of the profession. These viewpoints as they concurred with those of the deans and graduates provided what appears to be a satisfactory definition and description of the task or business of the ministry. 3. It has been assumed that direct experiences are considered an important part of professional education. The types of direct experiences vary with the profession and even within one profession. Included are activities known as laboratory experiences, practice teaching, on-the-Job training, apprenticeship, clinical training, internship, teachingrfellowship, staff assistant and others. All of _..__ A I: A I these represent direct experiences of some kind. h. It has been assumed that direct experience train- ing is appropriate at the academic level on which profes- sional education for the ministry is conducted. In the Bible college situation this is the collegiate or under- graduate‘level. S. It has been assumed that the responses of the deans are indicative of the official attitudes of admin- istrators and faculties of the schools surveyed. A weakness in this assumption was evident, namely, that in any given instance the opinion of the dean might be different from the consensus of his faculty Opinions or of the rest of his college administration. This weakness was considered suffi- ciently offset by two factors. The first concerned prin- ciple, and the second practice. In principle the Bible colleges were found to be committed to the need and impor- tance of Christian service training. Expressions confirming this were found both in the Manual of the Accrediting Association and in the catalogs of all the accredited Bible colleges.3 Thus the principle of Christian service appears to be widely accepted. In practice all the colleges 3 & Xanual _o_f the Accrediting Association of Bible %E%%F‘ilhérrovidence, Rhode Island: 1955), p. 13, states a school education is characterized by the place given to practical training." Further specific statements are eemtained in pages 9 and la-lh. ,.—e_—h a. e1 ll 7 responding to the questionnaire reported some type of direct experience service training. Granted that these factors re- flected general faculty and administrative approval, it was illogical to assume general disapproval by the deans. The probability of variance from the general opinion appeared small. The resultant conclusion was to discount the prob- ability of variance on the part of the deans from the gen- eral attitude of the colleges and to accept the opinions of the deans as indicative of official school attitudes. 6. It has been assumed that the problems of the ministry as reported by ministerial graduates are a reason- able measure of the relationship of Christian service train- ing to the task of the minister. Both beginning and experi- enced ministers from the ranks of the Bible college gradu- ates were surveyed. Both were asked to define the task of the minister in terms of the problems met in the profession, and both were asked to evaluate their Bible college experi- ences in Christian service training in relation to the solution of these problems. _ 7. The theory of educational growth and development assumed useful for the purposes of this study is the per- ceptual or phenomenologica1_theory as defined by R. E. Bills, A. H. Combs, P. Becky and D. Snygg. This theory implies the necessity of direct service experience programs in the preparation of professional people. _ .- flit“ is defined by these writers, the phenomenological field of any individual(is the entire universe as perceived or experienced by the individual at the moment of action.’4 ' People act consistently according to their perceptions of the Job to be done. Perception of problems encountered in the ministry seems to be a reasonable measure of the nature of the task of the minister. It follows therefore that ministers will act upon these problems according to their perceptions. , Educational experience, in order to be functional, must be related in a helpful way to the problems in actual practice. It must help the student to know what needs, values and attitudes are important to him. By this line .of reasoning it follows that education for a profession concerned primarily with human relations should include ~ both theoretical instruction of the normal classroom type and direct experiences in which the student applies his classroom learning to actual life situations in which he works directly with people. Hence the assumption that the perceptual thecry of educational growth and develOpment im- plies the necessity of direct experience programs in the preparation of ministers. .‘ “ ' h beheld Snygg and irthur w. Combs, Individual Be- her-er flew Terk: Harper and Brothers, l9h§I, pp. I3-IFT I“ as: «- be 5‘ a I .v 8. It has been assumed that there are ample re- sources for the development of Christian service training programs available to the Bible colleges which wish to de- ve10p or expand such programs. A study made by Harold W. Boon showed the close as- sociation of Christian service activities with the Bible college movement from its early beginnings.s Schools such as Moody, Nyack, Biola and Owosso have been noted for the intensive Christian service activities of their students. For many years, for example, Owosso College students have carried on a continuous weekly program of Jail services in Shiawassee County Jail, home visitations, religious ser— vices in convalescent homes and homes for the aged, Sunday School teaching, preaching, special church music, and various other forms of Christian service activities. The presence of such training programs among the accredited Bible colleges was found to be widespread; every college responding to the questionnaire used in this study reported such a program.6 5 Harold W. Boon, "The Development of the Bible College or Institute in the United States and Canada since 1880 and Its Relationship to the Field of Theological Education in America," (unpublished Doctor's dissertation, sew fork University, 1950), pp. 31; ff. 6 0f the thirty-one schools in the Accrediting Association twenty-nine reported Christian service training programs; me information was available for the other two. A complete list of the schools is given in Appendix A. xi Ia! 10 III. HYPOTHESES TO BE TESTED The following hypotheses follow from the assumptions set forth in the foregoing discussion. 1. There is no consistent pattern of organization and procedure of Christian service training activities among the accredited Bible colleges. In the testing of this hypothesis attention has been given to organizational structure, types of activities, supervision and control, and curricular integration. . 2. There is no significant difference between the Bible college deans and the graduates regarding the value of Christian service training. Careful attention has been given to the evaluation of each type of Christian service by the two above groups. This permits comparative evaluation of each type of activity as well as of the programs as a whole. The "teacher-versus- student' type of opinion is clearly demonstrated by this method, and the results should amount to a testing of the hypothesis. Vhlidation of the hypothesis would indicate consen- sus of Judgmental opinion concerning the merits of existing Christian service programs. Any resulting implications for the operation of Christian service training programs would (be supported by mutual agreement of the deans and the gradu- V ates, the latter of whom included both beginning ministers ! '3‘ ”a 'flaw..b :12: u I ')‘e'el. ~ ae....“‘ , w a; H, O. -. "a.“ 5:: "ls. $e ,- , _ ll ‘flMMd ministers. mtg-«,3. spirect experience training in the preparation of Wis not significantly different from the direct ex- Wtrainingin the educational preparation for certain “(Messiah The other professions examined are m, law and medicine. .. PD testing of this hypothesis was conducted by com- ”an analysis in which the following factors were con- We (1) the attitudes of the professional schools tout-direct experience training; (2) organizational struc- tureoffjhedirect experience training programs; ( 3) types genome” “4.) frequency of participation: (5) supervision fiécgsrel: and (6) the integration of the direct experi- ”swaths curriculum. is, There is no significant difference between the ...'.. . ”maths graduates in their perceptions of the problems Mom-w: m: ”twee behind this hypothesis is to discover " ' m problus of the ministry are understood alike V , 3 plan the Christian service training programs ‘ 3}” are actually dealing with these problems. It at"? granted that the perceptions of those respon- ‘L~ ‘.‘. 12 whole or part would result in definite implications for future planning and operation of the programs. Validation would show that there is agreement of preception and the agreement would mnount to a confirmation of the abilities of the deans and their faculties to plan sound and preperly directed training programs for ministerial students. 5. Same direct experiences in Christian service training are perceived by the deans and graduates to be helpful in meeting some types of problems in the actual ministry. the concern expressed here is for the goals or ob- Jectives of Christian service training. Curriculum plan- ning and practice should be made in view of the desired goals of the schools and profession concerned. In the case of the present hypothesis, failure to validate would amount to a criticism of the methods and procedures practiced in Christian service training pro- grams. Implied in such failure would be important changes at least in methodology and perhaps in content of the ex- isting programs of the Bible colleges. Validation would be tantamount to approval of the principle of Christian service training. IV. METHODOLOGY AND INVESTIGATIONAL PROCEDURE "!he following investigational procedures were ‘\ 13 employed to collect descriptive information concerning the character of the Bible college Christian service training programs_and their relationship to the problems of the ministry. 1. 1 survey was made of the literature dealing with Christian service training for ministerial students. This included material related to the training programs in both the Bible colleges and the theological seminaries; reports in periodicals; catalogs of the accredited Bible colleges; unpublished master's and doctoral theses; and books. 2. As a pilot sample to aid in constructing a ques- tionnaire the fifteen ministerial graduates of the class of 1956 of Owosso College were asked to submit lists of the ten major problems met in their first year in the pastorate. Twelve responded. 3. 0n the basis of the total information received from these two above steps a basic questionnaire was con- structed for use in surveying the Christian service train- ing programs of the accredited Bible college. h. The questionnaire-inventory 7 was sent to 532 graduates of the classes of 1951 and 1956 of the thirty-one accredited Bible colleges. This number included all the 7 Cepies of the questionnaire are included in 1h ”new graduates whose addresses were available. Six Winter’afollow-up reminder was sent to all who had not Md. The total response consisted of 285 replies or 5333 percent of the sample. t 5. A slightly revised form of the questionnaire was muting with a personal letter to all deans of the col- i’e‘a'fl‘iheiuded in the study. “"5”; ‘ 6.: The data received were recorded, tabulated and “57:51. The analyses of the cumulative results were do- was. show the Christian service training programs as repertodfla) by deans, (b) by beginning ministers, 1956 What“ (0) by experienced ministers, the 1951 : mu}. _ ‘i‘CIfi‘°‘"Y‘"‘fifi"‘i‘ata gained through the responses to Part IIVof W‘Wfiehnaire established the following: _ 1.7935} (1) What each college offered through its training {gm “1?) What activities were engaged in and with what \ r (5) Which activities were considered most valuable a“ “valuable by both the deans and the grad- 7:;data‘pernitted the construction, in a simple rip‘jtion of existing Christian service pro- with a limited appraisal of their activities. ri 7 15 ’ .71ert 1711 provided for a canpilation of data relative te gthemajm' problems identified by the 1951 and 1956 gradu- } ates, together with an evaluationof former Christian ser- vice training in the light of these problems. E - :7. Frm a study of the literature material was gathered for formulation of a definition of the task of the minister. Also from a review of related literature a brief description was formulated of the role of direct experience in certain otherprofessional education. The professions ef‘teaehing, law, and medicine were included. H '8. The hypotheses were tested in terms of one or both" of the following: (a) the people who are'involved, M"% educators represented by the deans , and the eflaatade’epresented by the graduates : and (b) the experi- ”sepia unilar practices in certain other professional fields” . y 4-. '9. The implications for future planning and improve- memt‘efwflhristian service training programs were outlined. ' '.'I. C I: ‘La 1“th .' 3 . V. DEFINITION OF TERMS 1s wm. This term refers to undergraduate buggy of the type represented by the Accrediting floatation of Bible Colleges. There are two features which #3 16 required, and second, a required major in Bible plus certain courses in theology. 2. Christian service training. The reference here is to a type of educational training whereby the principles of Christian education taught in the classroom are applied through direct experience in real life situations during the student's years in school. It includes many different activities such as preaching, teaching Sunday School, hos- pital visitation, and furnishing special music for reli- gious services. 3. Beginning ministers. As used in this study the term includes the ministerial graduates of 1956, most of when should have completed about one year in the ministry by the time this research began. h. Egpgrienced ministers. This group includes the Bible college graduates of 1951, each of whom ideally should have completed six years in the ministry at the beginning of this research. VI. LIMITATIONS OF THE STUDY This study was limited in its scape to an investi- gation of the Christian service training programs of the member schools of the Accrediting Association of Bible 17 Colleges. The membership consisted of thirty-one schools, thirty in the United States and one in Canada. The evaluation of the pregrams by the graduates them- selves was listed to the classes of 1951 and 1956. Ideally it should have been desirable to secure responses from all the living ministerial graduates of all the colleges in- cluded in the study. This was impractical. Furthermore, this study was concerned not so much with the past history as with the contemporary value of the programs under con- sideration. Expressions from the graduates of 1956 were reactions of the most recent group possible with at least one year of full time ministerial experience. It was felt, however, that the one-year experience period was in itself too short to serve as an adequate basis on which to evaluate the training received in the colleges. For this reason a group with five additional years of experience, the classes of 1951, was surveyed. A second reason was the assumption that the five- year period between the two groups would indicate any trends existing either in the training programs themselves or in the attitudes of the graduates toward the programs. he effort was made in this study to discover detailed administrative processes or techniques of the Christian ser- vice training programs, the extent to which the programs apply to moneministerial students, the qualifications of the V . . . _ 18 “Mimeof such programs, the nature of reports and resentsusedin the training process, or the use of criteria by'rtlm colleges for evaluation of the programs. — _-. My, it was the purpose of this investigation to explore and describe Christian service training programs as they existed in the accredited Bible colleges. In view of v—‘v—p—v " WW fie fact that there was no study in print directly related to the subject, the limitations herein imposed appeared Justifiable. 1- ; ' VII. ORGANIZATION or THE STUDY _ here are six chapters of which the first is intro- deem the second definitive, and the last summary. The mm. chapters include the mainb‘ody of the study. u '5 figs/A. , Chapter II. Th__e_ Task of t__he Minister. A summarized Waite of the task of the minister is constructed from w v. .. Wat sources. including the viewpoints of the deans of __—e- .- T ghee-ass reflected in the results of this investigation, flymewof the literature in the field of pastoral 4rd interact Mter III. The Current S_t____atus of Christian Service a g 513: Bibi eColleggs. The existing status of the ' ~ »; programs is shown including the attitudes 19 @thecolleges toward such programs, the general organi- national patterns, the types of experiences involved, the 1 intention of the programs with the ministerial curriculum, and the caparative evaluation of the training programs by the deans and the' ministerial graduates. _ nasapter IV. The Role 9;; Direct meriences in. Pro- M Education. From the literature available a survey paella-of the role of direct experiences in certain pro- m. The professions of teaching, medicine, law and “ministry are included. I‘.. ‘l Chpter V. The Consistency__ of Christian Service m mp_ the Problems Perceived by Ministers. A tabu- Elation of the major problems met in the ministry is shown 4%. hits a comparative evaluation by both the deans and graduates of the value of Christian service training : r—-" - solving these problans. 3:.“ 3% - §_._ lsilhapter VI. vém_ and Conclusions. The conclu- Wting from the study are smarised and implies- w m. shown for future improvement and development of -v ' _ I 1"! u .‘L' I I;’ . C‘- o'- ' ‘ - "Fur 2m *7? m. . lllfi.&i. 'i-‘l . r7341“ ‘ I...|W.I.I.LI u . -; , . cmmmn The max OF THE MINISTER INTRODUCTION It has been assmed in the foundational approach to E this 'othdy that the central task or business of the minister is in the area of human relations. That is to say, there ire emporatively few, if any, non-personal elements in his profession. Whatever his task it is always concerned with Mfltinz and helping people. The professional success or {mo 6! the m involved is counted in terms of his aouevoeents in the personal relations field. - i ' 1 Further assumption indicated that for the purposes ‘ firwgsearch the task of the minister could be accept- fii‘doffied by material gathered from three sources, the “smileys educators, the Bible college ministerial grad- “a md the literature in the field of pastoral theology. w Mum source is a formal branch of theology ‘ ‘ ‘ - be. study of Christian shepherding or pastor- fibfi! (& deans of the Bible colleges were selected as 9 . .‘ ctive' educators devoted to training students for The graduates were selected in order that 7 Hill-nor Preface to Pastoral m (Now _ Press, £953}. 1). 1'5. 411*. wk 21;}. tiara :ire: [‘I'JO’ 1‘“ ‘“ ~leVLa Ac 3! 1.2.5.4 J l . tb!!£.:n. ‘ ‘i-c ~: .c disc . 21 t the task might be defined in terms of those involved in im- mediate direct experiences in the ministry. The resulting definition from these sources reflects the viewpoints of the scholars, the educators and the practitioners. The deans and graduates were asked to define the task of the ninister in terms of the major problems not in the profession. It appeared beneficial to the purpose of this study to discover what kind of human relations were involved in the task of the minister. The related literature was surveyed for a comprehensive definition as expressed by the writers in the field.2 It was recognized that the view- points of the writers should provide an interesting and val- uable cc-parison to the opinions of the educators and to the first-hand actual experience reactions of the graduates, the practicing ninisters. I. THE TASK AS DEFINED BY DEANS A list of twenty-nine problems related to the min- istry was sublitted to the deans of the thirty-one accredited Bible colleges. Bach dean was asked to check not more than ten of these which he considered the major problems of the liniatry. treblens not included in the list might be ”3’2 In solecting the related literature care was taken to inslndo sale works used as textbooks for courses in pas- toral theology in Bible colleges and saminaries. 2:2: in. Cr.‘ 1279?, mte 1 11:52:? the: units of 1 I'm my 51:81:20! t! 39:29:: oval: 5'33: hm b1 339.! wither 5:33: for t! 3‘0 whit W wins 5'0: Tat-I 31mm“, li‘icut the 3'11! 01' the iT“3E Velmm “.756 not 22 written in. Only one of the twenty-four responding deans, however, wrote in an additional item. Three of the items were not checked by any of the respondents. Table I shows the results of the responses. The responses were given in connection with the iden- tification of the problems of the ministry, therefore any subsequent evaluation should be made with this fact in mind. It would have been helpful to have secured responses from the deans without submitting a predetermined list of prob- lems; but for the sake of comparison it was deemed expe- dient to suhnit the same list to the deans and to the min- isterial graduates. Iron Thble I it appears that the majority of iden- tified problems deals with human relations. It appears significant that each of the four items checked by more than one-half of the responding deans had to do with problems in- volving voluntary cooperation of church members. And the sale may be noted in.most of the other items checked. Judging from the Opinions expressed here it is evident that the deans defined the task of the minister as being primarily one of influencing personal opinions and actions. To induce men to accept the principles of the christian religion, to persuade them to shape their concepts and convictions in accordance with those principles, and F1533 I m. Pectin aim“. " gm :1 “Fee yon . H titanic: . fil‘d‘. “Os-A luff “25:11:13! L'Lficu‘qe! E: awnisf 2:5:t'w . ve a .- f -... ‘Eti‘hg t4 I‘LiFh U‘t' ' I231: ‘ . . C 3 .11‘ z . . ~ “”5 2'! ~ ‘ “3“ a1 31: .‘lfirl e I ‘ "hrs-3311 Cos has!“ 23 TABLE I MAJOR PROBLEMS OF THE MINISTRY AS IDENTIFIED BY TWENTY-FOUR BIBLE COLLEGE DEANS Problem Frequency Per Cent 1. Securing qualified workers 19 79 2. Holding youth in the church 16 67 3. Stimulation of personal soul winning 15 66 1;. Increasing efficiency of lay staff 1h 58 5. Fund raising 10 Q2 6. Difficulties in organization and administration 8 33 3. Effective sermon delivery 8 33 . Budgeting time 7 29 9. Dealing with emotional conflicts 7 29 10. Building progrnn 6 25 11. Personal sins in the lives of members 6 25 12. Personal conflicts among 6 rs 2H 1 . counteracting materialism 5 21 . Marital problems 5 21 1 . Development of church loyalty S 21 16. ation within the church 5 21 17. nite training in store counsel mg 5 18. ¥:ovidimg adequate social 21 activities a 17 19c linistering to the sick )4. 17 20. so... divided religiously u 17 21. cooperation with other churches h 17 22. Church ”bosses” h 17 Sources Questionnaires completed by twenty-four deans of the accredited Bible colleges. . 2h then to influence them to consistent practice and propaga- tion of their faith--these, inferred the deans, constitute the primary task of the minister. II. THE TASK As DEFINED BY MINISTERIAL GRADUATES The list of problems submitted to the deans was sub- mitted also to a selected list of Bible college graduates, 285 of whom responded. The key to the opinion of the min- isterial graduates is found in the five items receiving the largest numbers of responses. Significantly, four of these items were also among the top five receiving the greatest number of responses by the deans. The other item of the top five listed by the graduates was "Development of church loyalty,I while the other one mentioned by the deans was "Fund raising." Responses of the graduates is shown in Title II. ~ ‘Is in the responses from the deans the replies of the graduates indicated the tendency to define the task of the minister in terms of problems in personnel relation- ships. .For the most part the leading items were concerned with group relationships or the problem of the ministry in influeneing group cooperation and participation. There was one noticeable exception to the above stat-sent. Both the deans and the graduates placed 'Budgeting time“ near the top of the list. This does not 25 new II MAJOR PROBLEMS OF THE MINISTRY AS IDENTIFIED BY 285 BIBLE COLLEGE GRADUATES Problem Frequency Per Cent 1. Securing qualified workers 191 67 2. Stimulation of personal soul winning 163 57 . Holding youth in church 139 “9 . Development of church loyalty 118 “1 . Increasing efficiency of lay staff 111 39 6. Budgeting time 105 37 7. Fund raising 101 35 8. Personal sins in lives of numbers 95 33 9. Eases divided religiously 8h 30 10. Personal conflicts among mmabers 8h 30 11. Church "bosses” 82 29 12. Building program 80 23 ii. Counteracting materialism 78 27 . Difficulties in organization and administration 73 26 15. Providing adequate social Cou'1t10I 65 23 16. Uhrldly amusements 65 23 17. Ina::::ite traigigg in s counse g 3 18. s:operetion within the church £5 £3 19. Effective sermon delivery 5h 19 20. Dealing with emotional conflicts 50 18 21. Marital problems 50 18 22. Metering to the sick 50 18 Source: Questionnaires completed by 285 graduates of 1951 and 1956 classes of twenty-nine Bible colleges. "WW“ ‘— -— 26 appear to be primarily a problem in personal relationships. It does, however, suggest that the task of the profession is not very well delineated. The multiplicity of his respon- sibilities and the around-the-clock period in which he is subject to the calls and demands of his parish make it dif- ficult for the minister to operate on a well defined schedule. III. THE TASK AS DEFINED BY RELATED LITERATURE About twenty years ago Mark A. May in his book, The Profession g; the Hinistgy: Its Status and Problems, stated: What is the function of the minister in the modern community? The answer is that it is undefined. There is no agreement among denominational authorities, local officials, seminaries, professors, prominent laymen, -mdndsters or educators as to what it is or should be.3 E. Richard Niebuhr appeared to share at least in part the view point expressed by May, for in his comments on the above quotation he stated that "in large areas the indefi- niteness, vagueness and conflict characteristic of thought about the ministry in the 1930's continues to prevail.” He pointed out that faculties of some of the theological train- ing schools accept a pluralistic definition of the ministry, being torn between the traditional curricular disciplines '3LHsrk A. May, The Education of American Ministers (low torts? Institute 31—SocIaI and Hzligious Research, 1931;). 11.? 389. '. (I Fa Wvl 2? and the more recent demands for what is termed more ‘practical' education.“ The review of related literature did not reveal much ,if any support for the conclusion of Professor May. 0n the contrary, there was general agreement, at least in principle, concerning the task or function of the Christian minister. The details of the profession were not defined with the precisenoss commonly attributed to medicine, law and some other professions, but there appeared to be both clarity and definiteness regarding the purpose of the ministry, its functional design and the major areas of its responsibility. Among the works dealing with the ministerial office and its task are those by Richard Baxter, The Reformed zggtor} Theodore L. Ouyler, The Ministering Shepherd; Philip Doddridgs, Lectures 23 Preaching and the Ministerial Lifg; Seward Hiltner, Preface £2 Pastoral Theology; Charles E. Jefferson, The Hinistering Shepherd; Thomas Murphy, Pastoral Theology; The Pastor in the Various Duties of His _——————————-—- Office: H. .111ch Niebuhr, The Purpose 9; the Church and It; Eigig§£y3 William S. Plumer, Hints and Helps in Pastoral The01ogyg I; G. T. Shedd, Homiletics and Pastoral Theology; E E. Richard Niebuhr, The Eggpose of the Church and Its linishry (low lurk: Harper an rotheFF, 565, pp.-32 f. * rag-all! .- a‘a'L ed fl y. ‘.fi‘n’ e' ‘ h“ 1‘!“ 'av 'Va‘a’ «s‘ ‘ its-2‘03 :9: illeflor in I ’8'” ”a “W! ‘4‘351 P‘s e‘ - my c0; J.“ ll '49in m a‘ .e H.68510‘ \‘ . “-qsl.‘ V‘. 9.! \‘| & Shela‘ L ,‘i‘h +1 s~ 'zg' ‘s 28 and John Watson, 33 _Ci_i_r_e_ 91; M5 These and the other sources consulted described the task of the minister as a five-fold one: that of a shepherd or pastor, of a preacher, of a leader in worship, of an administrator, and of an educator, These five categories may overlap, but taken to- gether they. canprehend all that is understood in the task of the minister. l. E; minister _i;_s_ _a_ shepherd pg pastor. On this there is apparently universal agreement. All the writers consulted regarding the duties and responsibilities of the minister pictured him'in this role. This is the aspect of his profession most frequently mentioned and most fully discussed. Comparing the Christian pastor to the oriental shep- herd, C. E‘. Jefferson noted seven duties which constitute the work of the shepherd. He is to watch, guard, guide, heal, save, feed and love his sheep.6 The modern shepherd is described as the servant of all, one who should go where the sheep are with a heart that loves, solaces and heals and'who should think with their mind, feel with their heart, see with their eyes, hear with their ears, and suffer with 5 These and other works dealing with the subject of this chapter are listed in the bibliography. 6 Charles Edward Jefferson, The Ministering She herd (Paris: Young Men's Christian Associat'fii, n- dJ, pp. 58 IT. 1‘: r'fit 7 use I I. give: .3 a: m: in the atteir 1 ml ~ Hf life l...~ V'“5 8 4130113 c a“: '58 ft 29 their spirit.7 This is essentially the same description as that given by another writer who stated that the parishioners are ever in their pastor's heart, although such might not ap- pear in his ordinary manners, for he claims identity with than in their Joys and sorrows and in the endless vicis- situdes or 1115.3~ Among some writers there was a tendency to generalize ' relative to the task of the minister. In one reference the . pastor was defined as one charged with the care of indi- vidual souls.9 In most references, however, the general- ization was followed by specific elaboration, by pointing out that the task included assisting the growing, maturing, develOping life in each of the minister's parishioners. In this duty it was the pastor's responsibility to cure some- times, to relieve often, and to canfort always.10 The same kind of generalization Just mentioned is smn by the writer who emphasised what he called "a person- minded ministry.” The whole object of the minister's 7 Ibid., pp. 76-80. 3 John Watson, The Cure 2; Souls (New York: Dodd, Mead and Company, 1896!, p. 216. 9 Wilson T. Hague, A Handbook 9;; Homiletics and Pastoral Theolo (Winona Wan: Free Methodist Publishing House, 1914.9). p. 211.5. 10 Russell L. Dick, Pastoral Work and Pastoral Counselipg (New York: Macmillan Company-1513.5}. pp. 5 ff. I. 3O profession, it was claimed, is to study and help peeple in life situations; This particular writer criticized rather pointedly the German method of subject-centered training rather than training for a ministry to peepleen Much the same emphasis upon the task of the ministry as a pastor caring fer the spiritual needs of his peeple was expressed by many other writers. Among these should be mentioned Blackwood,12 Boisen,13 Cuyler,m Hiltiierfl-S and H. Richard Niebuhr.16 2. an; minister i3; 5 preacher 9_1_' t_hp Christian religion. For most of Protestantism the minister-preacher concept is a prevailing one whereas in Roman Catholicism the minister-priest idea is stronger. In both, however, there is a significant element of preaching. That the task of the minister includes the responsibility of public preaching was 11 Richard Henry Edwards, A Person-Minded Hinistgx ( new York: Ab ingdon-Coks sbury Press, . V12 indrew Blackwood Pastoral Work (Philadelphia: The Hestminister Press, 1911M 9 PP. -B. 13 Anton T. Boisen, Problems in Reli ion and Life New York: ibingdon-Cokesbury Press, 51:3, . pp. 11‘ Theodore Ledyard Cuyler How to Be a Pastor (New York: Baker and Taylor Company, 16957— , pr.-§'-2' O. ' 15 Hiltner, 22. cit., pp. 23, 32-6, 69. ff. 15 Niebuhr, 22. cit., pp. 82 ff. I. 31 clearly confirmed by the sources consulted. Furthermore, this responsibility was considered a primary element in the minister's task. The most basic foundation for this viewpoint was found in the words of Jesus who told his disciples, "Gee ye into all the world and preach the gospel to every crea- ture."17 This emphasis was reiterated by Paul particularly in his epistle to the Romans and in his first epistle to the Corinthians . 18 Speaking of the chief work and purpose of the min- istry, H. Richard Niebuhr stated that since New Testament times certain things have characterized the Christian min-p istry. Seven things were mentioned of which preaching was listed first.19 Later in the same work this author spoke of the “emerging new concept” of the minister, that of a pastoral director. The function of this pastoral director is building or edifying the church, to produce a peeple of God who as a church will serve the purpose of the church in the local community and in the world. Significantly, preaching was listed as the first of the traditional 18 E. g., Romans 2:21: and I Corinthians 1:18, 21, 23; 15:11e 19 Niebuhr, m cit” p. 58. '0 a. ‘0‘! -I.1 \ . .; u 1.. / 32 functions to be performed.20 Other writers substantiated the emphasis stated above. Slattery mentioned preaching as the first of the _ Opportunities included in the ministry.21 Fisher listed ' ability in public speaking as the first of a number of re- quirements for the profession.22 And among the five things Moore gave as constituting the work of the ministry, ex- pounding the Christian religion was listed first.23 These citations are typical. They show a common cross-current of opinion among theological writers that preaching was considered primary in the task of the minister. 3. _Th_e_ minister 1.3 5 leader pp worship. This is what Niebuhr stated as the second major element in the ”new emerging concept” of the minister?“ The function itself is not new having been traditionally associated with the ministerial office since New Testament times. It includes 20 Ibid., pp. 82 rt. 21 Charles Lewis Slattery The Minist (New York: Charles Scribner's Sons, 1928), pp. 102 IT. 22 Welthy Honsinger Fisher, Handbook for Ministers' Hives (New York: Woman's. Press, 1951}, pp. .152 ff. 23 Halter William Moore, "Preparation of the Modern Minister," The Claims and gpportunities 93 the Christian Hinistgz (.7355 R. Hott, ed or: ew or : Association Hess, , s P0 600 2h Niebuhr, pp. cit., p. 82. a. .2230 RC 5- ’k \d ‘1 "\ A (a v N .‘f 33 all those activities connected with group and public wor- ship. Earlier in the reference cited above the author em- phasised leadership in worship as one of the chief functions of the minister.25 The various devotional exercises which constitute a large part or public worship were called the "concomitants of preaching" by another who considered the reading of the Scriptures, the hymns and the prayers as the major activi- ties in this category.26 This statement reflected opinion of the post-Reformation school of thought represented by the wesleyan-Pietistic-evangelistic elements of Protestantism. Among some other groups the administering of the sacraments of the church commanded a place of importance fully equal to and in some instances above that of the other concom- itants of preaching given above. . It was common conclusion and without exception among the authorities consulted that leadership in worship is one of the vital elements in the task of the minister. This phase of his task can never be delegated to laymen. As a minister he is a leader in worship. 1;. The minister is an administrator pf; the church. 25 Ibid., p. 580 26 Hague, 22. Cite, Po 353a f t 2&- 5"” vol 0 U { Elgar.“ tt =5“ tha .t'. ku' E A? to 1 23¢ *ttO' ,thei .A'e'e-e '5. al‘ to a u' e" We 4‘ v n id... \. 1'7, 0 'H .s u- eels \Vl. Ad e... . e... ... a.< 3h The extent to which ministers devote time and interest to what is termed administration varies greatly. On this point, however, the writers consulted were in complete agreement, namely, that the minister is the chief administrative of- ficer in the local church. Moore,27 Niebuhr,28 Slattery,29 and the others agreed in defining his task as inclusive of‘ administrative leadership. 5. The minister _:_l__§ p 221.131.9113 educator. The con- notation of the term ”educator” as used here is both speci- fic and general. In a general'sense it is the task of the minister to teach Christian religion. His public preaching would be included in such a broad concept of teaching. Moore apparently followed this line of thinking when he stressed the scholarly aspects of a minister's task.” In a more pointed reference Niebuhr spoke of the minister as a ‘teacher.31 In general the various writers pictured the minister as responsible for seeing that all the educational needs. of the church are met. This included all the teaching O 27 Moore, 22. 223.. p. 33. 28 Niebuhr, pp. 92-3.,p. 58. 29 Slattery, pp. £13.. pp 101 ff. 30 Moore, 2;. 21.3., p. 58. 31 Niebuhr, 22. gig" p. 38. CI. e‘A’e . ‘ube 35 and training functions of the local church such as Sunday School, youth.orgmnizations, clubs, and other societies as well as the churchfis interest and participation in general and professional education at all levels. IV. SUMMARY The deans and.ministerial graduates agreed in de- fining the task of the minister in terms of problems in personal relationships, primarily the problem of influenc- ing opinions and actions especially in.matters of group co- operation and.participation. It is the task of the minister, these two groups agreed, to induce men to accept the Chris- tian religion and shape their concepts, convictions and con- duct in accordance with its principles. A cross section of literature in the field of pas- toral theology showed a consistent definition of the task of the minister. It consists of a five-fold responsibility. First of all, and.most prominently emphasised, the minister is a pastor whose duty it is to see after the spiritual needs of his peeple by assisting in the growing, maturing, developing life in each individual. Secondly, the minister is a preacher of the Christian religion. Thirdly, the min- ister is a leader in worship who is responsible for all those activities connected with group and public worship, the chief elements of which are the reading of the 36 Scriptures, the hymns, the prayers and the sacraments of the church. Fourthly, the minister is the chief administrative officer of the church. Finally, the minister is an educator whose duty it is to teach the Christian religion and to see that the educational needs of the church are met. The task of the ministry has been thus defined as a five-fold one. In each aspect of his task the minister's success or failure is reckoned almost entirely from the results of his efforts to influence peeple. CHAPTER III THE CURRENT STATUS OF CHRISTIAN SERVICE TRAINING IN THE BIBLE COLLEGES INTRODUCTION Two basic assumptions underlay the approach to the research reflected in this chapter. In the first place, it was assumed that direct experience training is appropriate at any academic level on which professional training for the :Iinistry is conducted. 'Bible colleges are undergraduate collegiate institutions, usually of the four-year type, and are thus distinguished from the theological seminaries which require college graduation for admission and are largely three-year institutions. Secondly, it was assumed that the attitudes of the Bible colleges included in this study would be correctly and adequately indicated‘by the responses of their deans to the requests made in this study. The information included in this chapter was secured largely through questionnaires and personal letter requests through the mails. In such cases a 190 per cent return is seldom achieved. Incorrect addresses, lost mail, lack of interest, personal resistance; all act as hindrances when a survey is made through this manner. To discover what might be reasonably expected in this type of study the efforts of other similar investigators . "‘35 a tssuve .. sVes vusfi‘ud ‘ an.“ I 1 . .l 1.:Lv-3. ‘ _ 'OIN-a TO ...:..I 5... O I 3 is i E: 'f‘lfi‘w: .’ ‘1:- 'H‘ a 7'1. I I ““- :3 “ is {.91 ~ mite: NYE! . ' In x." “ t \h ‘ ~.,.. a 0" a“; “\ 00’ 'l:’ m ‘ ‘1 ‘ M \u' s: ‘ .. ‘5 ‘3 s -.“ I I'll 38 were consulted. J. R. Shannon.made a study of such efforts and reported his findings in the Journal gg'Educational Research.1 ‘A randam sampling of master's theses completed at Indiana State Teachers College and doctoral disserta- tions at Teachers College, Columbia University provided the background for his study. The mean percentage of returns for 285 surveys made by mailed questionnaire was 65.16, but Shannon pointed out that this percentage figure was some- what inflated by the inclusion of two very small samplings with 100 per cent returns. Comparing his findings with those of others, he noted that a 75 Per cent return was ex- ceptional. Similar reference was made to William Clark Trow. These findings and the eXpert Opinions cited indi- cated that returns of 50 per cent or better should be con- sidered acceptable. In the present study the returns from the two groups surveyed showed a higher percentage from the deans than from the graduates. or the thirty-one deans concerned twenty- four completed the questionnaire, and.most of them.supplied additional information in the form of handbooks, copies of mimeographed.material used regularly with students, and 1 J. R. Shannon, ”Percentages of Returns of Question- naires in Reputable Educational Research," Journal‘2£.Edu- cational Research, h2:138-hl, October, 19h8. (‘ ”31“.“: d'“'. w'v l r!- ‘Ha who ed~ ”Sq ‘ ." 3A..-. b‘ ' O 'P‘I‘ o ‘.n.. ., 2: sz've' E‘s-u. IH‘“ :‘p:e“:‘ u.e $41 : .v..‘ \ ' Ffa‘ v V‘. .I ll ‘5 ‘ F a h 1 Q it . . if 2" .".a ‘ [U 39 unsolicited comments and explanations. Six others failed to return the questionnaires but provided descriptive infor- mation. One did not respond at all. As noted earlier in Chapter I, a total of 285 or 53.6 percent of the 532 gradu- ates surveyed returned the questionnaires. The names of the graduates of the classes of 1951 and 1956 were provided by the registrars of the accredited Bible colleges, twenty-nine of whom.provided names. One of the remaining two explained that the college maintained no up-to-date addresses of alumni nor were records kept to dis- tinguish between ministerial and nondministerial graduates. The second school explained that it is in the process of :meving out of the Bible college classification into the field of liberal arts, hence felt it should not provide names of its graduates for this study. In both of these instances, however, the registrars c00perated in providing other information concerning their respective Christian service programs. Many of the individuals items contained in Part II of the questionnaire were suggested by Wesley L. Duewel in a doctoral dissertation dealing with seminary professional training forministers.2 Others were added out of the writer's own experience as a teacher and administrator in 2 Duewel,‘gp. cit., pp. 76 ff. 1‘." "I" 5 ve‘ .ee- U‘. U 59'3" Mu ai- "Vse ‘ 1 .ea‘ ; I3 5‘ U ‘1 :Pai " a '38 ‘ a: "-I ah C ' h .‘wo‘ N bl‘ .“u I; \ :Q '1‘ I" F 3. .h. M3,: t ho Bible institutes and colleges. Still others were gleaned from a study of related literature. A review of available information relative to Christian service within accredited Bible colleges completed the list of the major source mate- rials used for construction of Part II, the check-list of Christian service activities. I. ATTITUDES OF BIBLE COLLEGE PERSONNEL TOWARD CHRISTIAN SERVICE TRAINING In the introductory chapter to this study it was stated that in both principle and practice the Bible col- leges were found to be committed to approval of Christian service training. In the opinion of this investigator it seems important to understand something of the type and ex- tent of this approval before presenting the specific status study with which this chapter is concerned. The following paragraphs describe typical attitudes of the schools, fol- lowed by a series of evaluatory statements by the deans of the accredited Bible colleges. Typical attitudes g£_£hg schools. Observation and study of the Bible colleges and their development showed that Christian service training has always been considered a vital part of the educational training offered by this type of school. A study made by Harold W. Boon of the historical develOpment of the Bible institute movement hl pointed this out clearly.3 writing in 1881, A. B. Simpson, who later founded the first Bible institute in America, de- clared his intention to open a school in which the "main prerequisite is a good training college where they can spend one or two years in specific preparation for mission work."h Such a school was opened two years later after the publica- tion of an article by Simpson in.which he declared that the institution would be designed for "consecrated persons who do not wish to take a regular course of study in a Theo- logical Seminary.‘ The school would aim to provide "a thorough Scriptural training, and a specific and.most care- ful preparation for practical work . . . . The students will be afforded the utmost opportunity for testing and put- ting in practice the principles they study, by being ems ployed in actual mission work as leaders of meetings, vis- itors, etc., in the wide field afforded by a great city."5 The subsequent history of what is now known as Nyack Mis- sionary College showed that the emphasis on Christian ser- vice training laid down by its founder had been.maintained 3 Harold w. Boon, "The Development of the Bible Col- lege or Institute in the United States and Canada since 1880 and Its Relationship to the Field of Theological Education in tmerica," (un ublished Doctor's dissertation, New York University, 1950 , pp. 3h ff. 1* _Ib_1d... p. 3h. ' 5 A. B. Simpson, ”Editorial," The Word, War? and' c world, July 1881, p. 112. Quoted from Boon, 22 ., p. 35. gm I351! .mi a. .0,‘ I. g ». b in cam 5*.4 “a. to l . . .‘d' .54 Va “.J‘. ct hz to the present time. Sheilar attitudes toward practical training were in- herent in the forces leading to the founding of the second school of this type, Moody Bible Institute, in 1886. On the occasion of the ground breaking for the first school build- ing the founder, Dwight L. Moody, wrote some of his friends, This I have established in Chicago, for the sole pur- pose of preparing men and women for the intermediate sphere of Christian work which lies between the min- istry and the laity. My plan is to have part of the day given to study and part to practical work among the poor and destitute of Chicago, under the direction of competent leaders. That this original purpose of its founder is still dominant at Moody was indicated by statements made‘by Dean S. Maxwell Coder in a recent letter to this investigator: Each student is given two practical Christian work as- signments every semester. There are certain phases of work required of each student regardless of his course, such as Sunday School work, or the equivalent, hospital work, rescue mission work, Open air work, and house visitation . . . . In addition to these, phases of work are given each student as nearly related as pos- sible to the kind of service for which he is making preparation. The pattern set by Nyack and Moody appeared to have been aLmost if not universally followed by the movement as a whole. Boon, in his study, declared that ”One character- istic of the Bible Institute Movement is the emphasis placed 6 Boughton and Cook, Tell Mg about Mood , pp. 61f. Quoted from Boon,‘gp. cit., E??? .q 5". .~ '0.“ ‘eiha‘t .n.i‘sv *2 i255 . .vO‘ Q . N '0- a. ,. v. ‘ I " o..- e .‘g: ‘1 "Mg! 3-— c I' use a fr. .' 1 ln‘ 0. A.— I I I t ." ~ ‘I ‘di I l h .l I e. A3 upon clinical training. Almost without exception the Bible Institutes promote what is usually termed a Practical Chris- tian Work Department. This department seeks to provide a practical outlet for the students so that Bacon's theory that 'knowledge should be bounded in by experience' might be realized.'7 A review of the questionnaires and literature of the thirty-one accredited Bible colleges included in this study indicated a unanimous attitude in favor of Christian ser- vice training. Every school had such a training program. A typical expression of the attitude of the Bible colleges was that of Columbia Bible College, Columbia, South Carolina. "The only vital way to train for Christian ser- vice is to do it. In Christian service day by day the prin- ciples learned in the classroom are put into practice."8 Another catalog stated, I'Effective training for Christian service demands practical experience . . . . Special ef- fort is made to give ministerial students the Opportunity of supplying pulpits in various churches."9 Similar quo- tations could be cited from the majority of the catalogs of 7 Boon,_gp: cit:, p. 66. 8 Columbia Bible College, 1951.55 Catalog (Columbia, South Carolina: 1957). p. 16. 9 Grace Bible Institute, Catalog 1357-58 (Omaha: 1957) 3 Pa 22s e: .e u ‘U :- se a a: ”I" .1! De— .I v V Q f. i . e a . . -... neat: G. x.. I he. ewe. an“... «U u 41 rwv .. 4‘ H.‘ V .ha. A As i- If. h.» Adv AV f.. 4 Q . lea. G | «1.. u- s.” I.“ v _ . e . .. C O C I e e e . I. n. I - e . _ I nu the accredited schools. This consensus of Opinion indi- cated favorable attitudes toward Christian service train- ing of a practical nature. Evaluation.§z;the deans. The nature of faculty Opin- ion toward Christian service training for ministerial stu- dents might be expected to be summarized by the Opinions of the deans. Furthermore, it was assumed that the statements of the deans, especially in written or printed form, reflec- ted the official attitudes of the Bible colleges. In her- mony with this assumption, the following viewpoints expres- sed by the deans have been listed without effort at detail- ed classification or comment. The identity of the dean in each.particular case is purposely omitted. 1. Christian service is designed to make a spiritual contribution to the minister and to portray the Christian character, decorum, and truth for which the college stands. 2. The student is expected to have practical experi- ence in many Christian activities. 3. It provides a unique Opportunity for students to develOp Christian leadership and spiritual ministry. h. A fundamental principle of education in the Bible college is the stress laid upon actual participation in Christian service. 5. Adequate training for Christian service requires both the technical and theoretical knowledge that one gains in the classroom and the practical knowl- edge that one gains actually doing the things for which he is being trained. 6. A very vital part of our Bible college training is our program of Christian service. 7. 9. 10. 11. 12. 13. 1h. 15. 16. 17. 18. 19. 20. BOUI'CO . kg Every student is required to do a certain amount of Christian service. Effective training for Christian service demands practical experience. The college sought to encourage the practical ap- plication of Bible truths to all areas of life . . . especially significant in relation to Christian wit- nessing. Classroom instruction should be supplemented by Christian service. The Bible college recognizes the great importance of practical Christian work as an essential part in the training for the various fields of church and missionary'work. There are certain phases of work required of each student regardless of his course. Christian service is considered an essential part of the training of students. Students who are preparing for a preaching ministrv' are asked to preach when accompanying a Gospel team. we seek to provide each student a well rounded pro- gram of practical experience. It directs and aids the student in the active par- ticipation in varied fields of Christian service. The Christian Service Department is a basic function. It is the practice to direct the student in actual Christian service. The school encourages participation in a variety of experiences. It is expected that each student registered will participate. ‘Each of the above statements was from a different A number of them were in letters or prepared i1 “.gsms1are4ll \\ ee- \. u M6 statements in response to the investigator's request. Others were in duplicated brochures, handbooks, and excerpts from college catalogs cited by the deans. Consensus of stated Opinion reflected general approval of Christian ser- vice training. II. ORGANIZATION AND PROCEDURE OF CHRISTIAN SERVICE TRAINING This section of the present chapter is designed to test the first hypothesis of this study which states that there is no consistent pattern of organization and procedure of Christian service training among the accredited Bible colleges. Data are analyzed relative to organizational structure, types of Christian service activity, supervision' and control, and integration with the curriculum. Organizational Etructure. The activities classified as Christian service were carried on, for the most part, either through a faculty Operated service function or through a student organization. Twenty-two schools had the former while only five reported the student organizational type. There were four colleges in which it was impossible to determine the type of organization from the information available. _ In the faculty Operated service function the most common designation was "Christian Service Department” or we ‘ '.-'.‘ I . -. Q .- _. In...‘ . .0 .g . . #7 "Practical Work Department," "Christian Service Committee," and "Student Ministry Department.” In some instances it appeared that one faculty member had supervision and con- trol of all such services, and the title attached in such cases was usually "Christian Service Director" or its equivalent. The same designation accompanied the faculty member in charge of an office or department for Christian service. Beyond these general similarities in titles and department designations there was found little evidence of uniformity or of common procedure and practice. In the five schools where it appeared that the main part of Christian service activities were student Operated and controlled, there were varying degrees of faculty supervision and control. In three cases it was indicated that the organizations had faculty sponsors. No definite information on this point was indicated in the other two schools. It was observed that some schools maintained both a faculty Operated Christian Service Department or Office and various student organizations active in Christian ser- vice. In such cases the Office served in both coordinating and supervisory capacities. A wide divergence was found to exist so far as organization is concerned. Some schools had no organiza- tion as such; no assignments were made nor were reports and records kept; and no attempt was made to correlate direct V. 1.5.”- Ila a. u8 service experiences with academic courses. Some schools had well develOped programs characterized by careful plan- ning, effective correlation between classroom theory and direct experience practice, competent supervision, able ad- ministration, efficient reporting and recording, and peri- odic evaluation. This was essentially the same situation as that reported by Witmer in his report. 10. No consistent pattern of student organization was observed. The names of student organizations engaging ser- vice training activities were varied. "YOung PeOple's Holiness League,” ”Gospel Teams," "College Evangelistic Association," and "Christian Service League" were some of them. 2:223 2f Christian service activity. The variation in the types of Christian service activities Open to the student was extensive. An average of twenty-seven different activities was listed by the reporting schools. The highest number reported by any school was forty-two and the lowest eighteen. Sixty-four different types of activity were re- ported by the 285 graduates who completed the questionnaires. Table III shows the thirty-nine activities receiving the highest frequencies of participation. I. 1° 5. A. Witmer, 22. c1 .. p. S. 1 a ~ ~ '. “ 0' cl .- " ' 'g‘“ .'.'.' 51' 7" ID A9 TABLE III NUMBER OF 285 MINISTERIAL STUDENTS PARTICIPATING IN THIRTY-NINE TYPES OF CHRISTIAN SERVICE ACTIVITY W Type of Christian Service Number Per Cent 1. Sunday School teaching 223 78 2. Occasional supply preaching 212 7h . Distribution of religious literature 183 g. Hospital visitation 177 62 . Gospel teams 1gl 60 6. Gospel mission work 1 8 S9 7. Street meetings 1E3 Sh 8. Private home visitation l 2 SO 9. Visitation in homes for aged and orphans 131 E6 10. Vacation Bible School teaching 110 38 11. Choir membership 109 38 12. Penal institutions visitations 101 35 l . Pastorate 9h 33 1Q. Musical ensemble activities 91 32 l . Radio broadcasting 78 27 16. Revival evangelimn 75 26 1 . Survey making 7g 26 l . Counseling Z 26 19. Leaders in summer camps 9 2h 20. Work with other races 65 23 21. Home missionary work 60 21 22. Choir leading S 19 2 . Assistant pastorate 9 17 2 . Church soloist AZ 1 2 . Directors of religious education u 1 26. Teacher training institutes h3 l 27. Church drama production 39 1 28. Visitation in mental hospitals 32 11 29. Religious journalism 31 ll 30. Band or orchestra membership 3O 11 31. Club or scout leaders 30 ll 32. Work with community organizations 25 9 3 . Week-day church schools 23 3 . Accompanist in church.music 22 8 35. Leading adult clubs 17 6 36. Young peOple's societies 13 S 37. Settlement house work 11 h 50 TABLE III (continued) NUMBER OF 285 MINISTERIAL STUDENTS PARTICIPATING IN THIRTYANINE TYPES OF CHRISTIAN SERVICE ACTIVITY Type of Christian Service Number Per cent 38. Shop meetings 11 h 39. Work with social agencies 10 h Source: Responses from 285 Bible college graduates who returned the questionnaire used in this research. 51 In addition to the thirty-nine items listed in Table III there were twenty-five others which were participated in by less than ten graduates, hence were not included in the list given. It may be noticed that only the tOp twelve activities were engaged in by more than a hundred persons. In order to ascertain the number of activities en- gaged in by each ministerial student a count was made of the number of different activities participated in by each of the 285 graduates. The results are shown in Table IV. One graduate reported twenty-seven. The arithmetic mean was 10.6, the median 10, and the mode 9. The evidence indicated that nearly all ministerial students participated in Christian service training while in Bible college. The responses to the questionnaire and the other source material consulted indicated that in most cases participation was required. In the other instances in which no specific requirement for participation was specified either by the questionnaires or by other infor- mation it was evident that circumstances existed within the schools which_tended to influence the students toward participation. Supervision and control. The relation of practical Christian service to ministerial training within the Bible colleges was seen in the manner by which students were TABLE IV FREQUENCY WITH WHICH 285 MINISTERIAL STUDENTS PARTICIPATED IN VARIOUS NUMBERS OF CHRISTIAN SERVICE ACTIVITIES 52 Number of Number Per Cent Activities Participating None 13 5 One 1 h Two 2 Three 6 2 Four 10 u Five 9 3 Six 23 8 Seven 1h 5 Eight 21 7 Nine 28 10 Ten 2h 8 Eleven 23 8 Twelve 18 6 Thirteen 6 2 Fourteen 12 h Fifteen 1h 5 Sixteen 17 6 Seventeen l3 5 Eighteen h 1 53 TABLE IV (continued) FREQUENCY WITH “HIGH 285 MINISTERIAL STUDENTS PARTICIPATED IN VARIOUS NUMBERS OF CHRISTIAN SERVICE ACTIVITIES Number of Number Per Cent Activities Participating Nineteen S 2 Twenty. 7 3 Twenty-one 3 1 Twenty-two 3 1 Twenty-three l O.h Twenty-four h 1 Twenty-seven 1 0-“ Total 285 100.0 Mean: 10.6 Median: 10 Mode: 9 Sh assigned to the various activities in which they partici- pated. Here the patterns varied in the different schools. The personal preferences and needs of the student appeared to be given some consideration. In most cases the final decisions in assignments were made by the schools rather than by the students or by student representatives. Table V shows the number of colleges employing the various methods of assignment. A sampling of information confirmed these foregoing Opinions relative to student influences and final decisions in assignments. One school issued a brochure in which it was stated that all assignments were made through the office of the Director of Christian Service. Student groups visit- ing a church.were not to promise a return engagement without approval of the Christian service office.11 Some schools emphasized a two-way coordination of influences of both school and students in planning assignments. In one insti- tution, at the beginning of each.semester a full-time Direc- tor of Christian Service Department interviewed each student to ascertain the best practical outlet for and application 11 Azusa College, "Instructions for Gospel Teams and Quartets of Azusa College” (unpublished brochure, Azusa College, Azusa, California, 1957), p. l. _ 55 of the subject matter taught in the classes.12 An aptitude profile of each student was maintained by one school, and the information contained therein was con- sidered by the Christian Service Department when.making assignments. In another college all assignments fell within the responsibility of a student organization whose member- ship was Open to all students. No available information indicated the presence or absence of a faculty sponsor. In another institution the fall registration procedure included a questionnaire filled out by each student indicating his interests and abilities in Christian service. The informa- tion.was used by the Christian Service Committee, of which the Dean of Men was chairman, in.making assignments. A slightly different procedure, much the same in principle, was used by another college. A faculty member, known as Religious Director, made all assignments in co- Operation with various other personnel, including the music director and the executive committee of the Gospel Teams organization. The nature of the ministry or Christian service determined which other faculty personnel the Reli- gious Director consulted. A similar plan of assignments was followed by another college in'a different part of the nation. In this school personal and scholastic abilities 12 Bible Institute of Los Angeles, Catalog 1957-58 (Los Angeles: 1957), p. 28. 56 were considered leading factors in a student's qualifica- tions. hence most assignments were made by the Christian Service Department after consultation with the various de- partment heads who made recommendations of students best qualified to fill needed positions. One institution conducted its Christian service activities through two student organizations, one each for men and women. Weekly meetings of those organizations were held and attendance was required of all students. The ser- vice activities were assigned by officers of the two organizations under faculty watchcare. All the available information relative to the train- ing programs of the other colleges in this study indicated patterns and procedures in assignment within the scope of those described above. Two elements were clear: first, that the student's personal interests, abilities and de- gree of training were points of importance for consideration in the assignments and, second, that as a general rule as- signments were made by faculty personnel. A summary of the ‘methods used in assignments is shown in Table V. Intggration with the curriculum. A committee report to be presented at the regular meeting of the Accrediting Association of Bible Colleges in October 1959 was sent to all member schools early in the year. The report recommends S7 in part that ”field work will be effectively coordinated with course work, particularly on those levels and areas 'where students are training for specific Christian.min- istries."13 one of the efforts of this research was to determine the extant to which there was curricular integration of direct experience training with classroom course work. The results of this part of the survey are summarized in Tables VI and VII. Some weaknesses in the survey became immediately ap- parent. For instance, most Of the colleges, twenty-one in a11,:made some type statement as to the relation of Chris- tian service training to classroom instruction. These statements were week from the standpoint of this study‘be- cause of their generality. Few of them gave any indication as to how the relation between theory and practice Operated or to what extent. 'What they did indicate was a definite conviction on the part of the college administrators and faculties that such a relationship was Operative in Chris- tian service training. 13 "Criteria for Christian Service," (unpublished committee report to be presented to the meeting of the Accrediting Association of Bible Colleges, Chicago, Illinois, October, 1959A and .0 58 TABLE v METHOD OF ASSIGNING CHRISTIAN SERVICE ACTIVITIES L MflthOd Number Of Per Cent School; By faculty supervisors 22 71 By student organizations under faculty sponsorship 3 10 By student organizations 2 6 By individual student choice 2 6 No information available 2 6 Totals 31 100 Source: Handbooks, catalogs, mimeographed instructions, and other information provided by the deans and registrars of the accredited Bible colleges. 59 The strongest elements of integration appeared to be those related to faculty supervision, evaluation, coun- seling and guidance. Even in these points, however, the deans did not speak with satisfaction. While most of them reported some degree of faculty direction and control, few appeared to consider their programs adequate in this respect. 6 The data cited earlier in this chapter from returns of the graduates indicated a much higher ratio of student participation than that suggested by Table VII. The ex- planation of this apparent discrepancy lay in the fact that the data for the graduates were based upon specific numbers of participation in activities whereas the deans were asked only to describe the type and extent Of integration of ser- vice training with the ministerial curriculum. The fact that fourteen deans mentioned participation by all students, even though this specific item was not requested, and the further fact that several deans made no mention of the ex- tent of such participation, added to the data referred to above from the graduates' replies, made it reasonable to assume that a high ratio of student participation was preva- lent throughout all the schools. No uniform policy was Observed in relation to type and amount of credit given for service activities among the thirteen schools indicating the giving of such credit. In “"3 1d. I fiehhrg-n‘ll 60 TABLE VI EIGHT METHODS OF CURRICULAR INTEGRATION REPORTED BY TWENTY-NINE ACCREDITED BIBLE COLLEGES* 1. Coordination of classroom theory and service practice 2. Faculty supervision and evaluation 3. Participation.by all students a. Credit given for Christian service activities 5. Permanent records of service maintained 6. Choice of electives 7. Faculty counseling and guidance 8. Use of personality, aptitude and scholastic inventories *These eight items were determined subjectively from infor- mation submitted by the deans of the twenty-nine schools. 61 TABLE VII FREQUENCY WITH‘WHICH TWENTY-NINE BIBLE COLLEGES INDICATED EIGHT METHODS OF INTEGRATING CHRISTIAN SERVICE WITH THE TOTAL CURRICULUM S°h°°1 Method of Integration* 123115678 A xx X X 3 xxx xxxx c X X I D xx E X X X F xx XXX G X x H xxxxxxxx I J xxx x K x L M X x XX .0'110'2-1 321.1 >4 >4 >4 TABLE VII (continued) FREQUENCY WITH WHICH TWENTY-NINE BIBLE COLLEGES INDICATED EIGHT METHODS OF INTEGRATING CHRISTIAN SERVICE WITH THE TOTAL CURRICULUM 62 School Method of Integrations l 2 _3 ‘:y: 5’ 6 7 *8 S X X X X T X X X U X X X X. X V X X X X W X X X, X 1X X X X” X X X Y x Z x AA X X X X BB X X IX CC X X X X. X Totals 22 23 1h. 1h l2 19 17 3 eThe numbers 1 to 8 refer to items listed in Table VI. 63 some cases the type and amount of credit corresponded to other units of credits applied toward graduation. In other instances a general statement of satisfactory partipipation in Christian service for a specified number of semesters ‘appeared to satisfy graduation requirements. No indica- tion was given as to what constituted ”satisfactory partici- pation" in these instances. The record system, or the lack of prOper records, con- stituted one of the weakest aspects in curricular integra- tion. This is not intended to infer that records pgr‘gg were considered to be as vital as any other aspect of in- tegration. The Observation noted here was merely that so far as the available data indicated the record systems re- lating to Christian service as a whole were decidedly lack- ing in uniformity among the accredited Bible colleges. The data relative to curricular integration indi- cated that twenty-nine of the schools were attempting some effort at coordination of direct experience training with course work. There was a high percentage of student par- ticipation, and twenty-three schools reported some extent of faculty supervision. The value of these advantages was ap- parently 1essened.by a scarcity of definitely integrative procedures, inadequate records, and a lack of uniformity regarding credit for direct experience training. 61; III. COMPARATIVE EVALUATION BY DEANS AND GRADUATES Earlier in this chapter it was noted that more than sixty types of Christian service activities were reported ‘by 285 ministerial students. The data provided by the deans agreed with this figure. The question arising therefrom was whether these deans and graduates considered the Christian service training programs of value as preparation for the ministry. The problem resolved itself rather simply into two questions: (1) 'Hhich activities were considered highly valuable, and (2) Which were considered of little value? The search.here was for extremes rather than means. Items not included in either of these categories constitute a third group falling somewhere between the two. This provides a three-group classification having value for purposes deter- :mining the relative merits of the sixty-four items of Chris- tian service activity reported in this survey. Elements 95 n_19_s_t_ £51.33. For purpose of comparison the various types of activity in the trainingjprograms were list- ed according to value ranks provided by the three groups, the deans, the 1956 graduates, and the 1951 graduates. Each of the sixty-four items was ranked according to the number of those checking it as being of most value to students prepar- ing for the ministry. Only the top twenty items of each 65 group were used in the three-way comparison. Of these only twelve items were found in all three lists. The results of the comparison have been shown in Table VIII. A study of the table indicated a general pattern of correspondence among the three groups. The first three items in the comparison were taken from the tOp six of each list. The first column shows the average rank of the three lists in descending order. A noticeable lack of correspondence among groups occured in the rank given to the assistant pastorate. It was first in the deans' list and fifteenth and sixteenth in the graduates' lists. What appeared first as an inconsist- ency was explained by an examination of the reaponses of the forty-nine graduates who had reported experience as an assistant pastor during their Bible college training. Thirty-eight of them, 77.6 per cent, listed the experience as one of the most valuable activities, thus agreeing essentially with the emphasis given this item by the deans. Only four graduates listed it among the least valuable and seven indicated no reaponse relative to value. Two other items, namely, Gospel mission work and hospital visitation, were given a much lower ranking by deans than.by either of the graduating groups. For both of these items as well as for the assistant pastorate, mentioned above, there was close correspondence between the rankings of the 1956 and TABLE VIII 66 RANK ORDER OF CHRISTIAN SERVICE ACTIVITIES CONSIDERED MOST VALUABLE BY DEANS AND STUDENTS% Average Rank by Rank by Rank by Rank Deans '56 Grads '51 Grads Sunday School teaching 1 2 l 2 Occasional supply preaching 2 6 3 Gospel teams 3 u 2 Pastorate h 3 9 6 Gospel mission work 5 1h 5 3 Private home visitation 6 11 8 h Vacation Bible School teaching 7 9 10 6 Counseling 8 8 11 8 HOspital Visita- tion 9 15 7 7 Assistant pas- torate lO 1 16 15 Revival evange- lims 11 12 15 13 Leaders in summer camps 12 10 19 13 sAll items in this table appeared within the top twenty items listed by all three groups and within the top twelve of at least one group. 67 1951 graduates groups. The answer to the first question, then, appeared to be that there were twelve activities ranked as highly val- uable by all three groups. For nine of the items there was close correspondence among the three groups. For the other three items the rankings by the two graduating groups showed close correspondence but they differed considerably from the rankings by the deans. Out of the total Of the rankings given these twelve items there was only one instance in which an item was ranked.below the tOp fourth of the sixty- four items considered. Since the educators, the experienced.ministers and the beginning ministers agreed that certain direct experience activities were of most value to students preparing for the :ministry, it may be assumed that these activities merit im- portant consideration in any evaluation of Christian ser- vice training programs. Elements _o_I_; M M. Turning to the other ex- treme, the least valuable items, a similar procedure was followed with some variation. The total number, both of deans and of graduates, responding to the listing of the least valuable items was far fewer than those listing the ‘most valuable items. The highest number reporting any item of least value was 11 deans and 58 graduates, as compared 68 with 21 deans and 222 graduates for the most valuable items. Table IX which follows shows all items reported least valuable by 6 or more deans or by 20 or more graduates. In only one instance did the number participating in the list- ings equal twenty per cent of the total persons reaponding to the questionnaires. One safe conclusion may be drawn from the results shown in Table IX, namely, that on the basis of the re- sponses received the items shown constituted those con- sidered least valuable by the deans and the graduates for purposes of Christian service training. Whether a greater degree of responses might have produced similar or different results remains to be determined. IV. SUMMARY AND CONCLUSIONS On the basis of responses from 285 graduates and thirty deans of the accredited Bible colleges a description of the present status of Christian service training for min- isterial students has been outlined. This outline consisted of two main aspects, the organization and.procedure of Chris- tian service in ministerial training, and comparative eval- uation by deans and graduates. The importance of Christian service training was re- flected by the completely favorable attitude of the Bible colleges themselves. The pattern of service training set 69 TABLE IX LEAST VALUABLE TYPES OF CHRISTIAN SERVICE TRAINING AS REPORTED BY'ZH DEANS AND 285 GRADUATES Responses Responses __Type of Activity By Dean; By Graduatgs 1. Distribution of religious literature 6 58 2. Choir membership 5 5O 3. Church drama production 9 37 h. Conducting street meetings 2 35 5. Band or orchestra membership 10 3h 6. Survey making h 31 7. Musical ensembles 6 3O 8. Visitations in homes for aged 2 30 9. Heepital visitation 1 2h 10. Penal institution visitations 2 2h 11. Church soloist 7 22 12. Club or scout leaders 3 22 13. Radio broadcasting h 20 1h. Work with community organizations 6 2O 15. Work with other races 3 20 16. Americanization work 6 19 17. Accompanist in church.music 11 18 18. Organists 8 10 19. Teaching kindergarten or nursery school 6 6 70 by the earliest schools had been universally followed. In structure the training programs followed two types, a fac- ulty department or office and a student organization, with the first type being prevalent in most of the schools. Other than these general similarities, wide divergences were found in organizational patterns. Sixty-four different types of activities were reported, with the great majority of stu- dent participation confined largely to eighteen activities, Sunday School teaching being the most common. Assignments to activities were made by faculty action with some exceptions. Integration.with the curriculum was limited or weak. Eight types of curricular integration were noted. Even in those points where effort was most frequent the deans ex- pressed disatisfaction with the extent and value of the effort. A few schools appeared to have achieved rather satisfactory integration. In spite of their expressed dis- satisfaction with some aspect of the programs, the respond- ing deans reflected unanimous faith in the merit of direct experience training programs for ministerial students. There was found little evidence of uniformity in organizational structure or procedure and practice; wide divergences were found. A great variation existed in the types of activities. The kind and degree of supervision and control followed no consistent pattern. Although the 71 deans expressed approval of curricular integration, there was little evidence of satisfactory achievement in this area. The sum total of these findings amount to a validation of the first hypothesis of this study, namely, that there is no consistent pattern of organization and procedure of Christian service training activities among the accredited Bible colleges. A decided difference was noted in the number of re- aponses to activities of most value as compared to those of least value. The former was high, the latter 10w. Both the deans and the graduates rated twelve items as most val- uable for purposes of Christian service training. Like- wise, they rated nineteen items of least value. No reason was found for the reluctance toward listing the least valued items. ‘With little exception, no significant difference ap- peared to exist between the Bible college deans and the grad- uates regarding the value of Christian service training, thus validating the second hypothesis Of this study, namely, that there is no significant difference between the Bible college deans and the graduates regarding the value of Chris- tian service training. CHAPTER IV THE ROLE OF DIRECT EXPERIENCE IN PROFESSIONAL EDUCATION INTRODUCTION Direct experience is considered an important part of professional education. It is valuable in all education and in professional training is considered central.1 The various learning processes involving trial and practice in real life situations tend to make academic disciplines more meaningful to the student. In theological education active participation in church work during seminary training has been greatly increased in recent decades.2 H. Richard Niebuhr, discussing this factor, raised the question, how can a student understand Christian education without par- ticipating in the organized common life of a Christian community?3 In teacher education the values gained through the conventional type of instruction are enhanced by 1 Gertrude Hildreth, "The Role of Experiential Learning in the Education of Teachers," The Journal of Teacher Education, 2:183, September, 195I. "‘ 2 H. Richard Niebuhr, Daniel Day Williams, and James M. Gustafson, The Advancement of Theolo ical Education (New YOrk: Harper aHEIBrothers, 1957), p. 52. 3 H. Richard Niebuhr, The Pur ose g: the Church and Its Ministgy (New York: Harper ana Brothers, I956), . 128. 73 experiences in real life situations outside of the class- room."" Much evidence of the value of direct experience is provided by the classrooms of the professional schools. Duewel pointed out that whenever a teacher or a minister comes back to the training institution for graduate work and sits in the same class with undergraduates, the value of the rich.background of the person with experience is im- mediately noticeable.5 This chapter presents a brief discussion of the role that direct experience plays in professional education. The professions of the ministry as trained by the Bible college, medicine, law, teaching, and the ministry as trained by the theological seminary6 are included. h John 6. Flowers and others, School and Communit Laborato eriences in Teacher EducatIon (Unconta, New YorE: Kierican ssoc atIEn of TeacEers CoIIeges, 19MB), pp e 179 139 e 5 Wesley Luelf Duewel, "Supervision of Field Work in American Protestant Theological Seminaries," (unpublished Docgor's dissertation, The University of Cincinnati, 1952), P0 10 . . 6 A thorough discussion of ministerial education as represented by the theological seminaries is outside the scope of this study which is concerned with the professional training represented by the Bible colleges. A good treat- ment on theological seminaries is the work by Niebuhr, Williams and Gustafson, 22. cit. 711 I. DIRECT EXPERIENCE IN MEDICAL EDUCATION The first year in medical school is devoted largely to anatomy, biochemistry and physiology. In most schools the student participates in an observational clinic where he observes patients with problems in the three major areas of his studies.7 The second year, especially the latter part, is a transitional period between the basic medical sciences and clinical medicine; in.most schools the student is intro- duced into the elements of clinical practice.8 Intensive use is made of direct experiences during the last two years. The aim is to teach the student the basic facts of clinical practice, to introduce him to patients in various fields, and to give him.as much prac- tical experience as possible in the actual diagnosis and treatment of patients.9 Deitrick and Berson noted that dur- ing the third year the student had little free or elective time. Considerable variability in practice is to be found but in most schools the study of patients is done within the teaching wards. In the fourth year the student's study is 7 John E. Deitrick and Robert C. Berson, Medical Schools in the United States at Mid-Cent (New YorE: McCraw-HIl'l BOOE Company, 19537. p. . 8 George R. Moon, How To Become A_Doctor (New YOrk: McGraw-Hill Book Company, I935). p. 80. 9 Ibid. " .0 7S largely devoted to outpatients; during this time he may ro- tate through ten to fifteen general and special clinics, spending a few weeks in each.10 The fifth year internship of full time practice in a hospital is done usually after the student receives his medical degree and is a part of the requirements for obtain- ing a license to practice medicine within the particular state. A survey of medical education conducted by the American.Medica1 Association indicated that the most im- portant factor in the success of the clinical training pro- grams of the medical schools was the responsibility placed upon the student.11 The study stated that the "kind and amount of clinical material over which.a medical school has satisfactory control and to which it has ready access will determine in large measure the success or failure of its educational program.“-2 1° Deitrick and Berson, 22, cit., 235f. 11 Herman G. Weiskotten and others, Medical Edu- cation.ig,the United States 123g-39 (Chicago: IEerican Medical Association, l9HO), p. . 12 Ibid., p. 100. 76 II. DIRECT EXPERIENCE IN LAW EDUCATION So far as the present research is concerned there was found little evidence that direct experience is an important factor in legal education. A survey of the law school cata- logs in the law library of Michigan State Library indicated little emphasis in this area. There were some exceptions. At Loyola University School of Law,for example, a practical training program was mentioned as follows: In c00peration with the Legal Aid Bureau of New Orleans upper-classmen in the School of Law are afforded the Opportunity to assist in the handling of criminal and civil cases in which the Bureau is authorized to act. Students work under the supervision of the staff attorneys.13 There were indications of a trend toward emphasis upon direct experience. A committee report on bar examina- tions in the State of California stated that There is still need for supervised practical training in law just as there is for intern training in med- icine . . . . At the present time it is considered Dm- practical to require intern training for lawyers be- cause of the lack of facilities . . . . The difficul- ties of providing practical training are substantial but should not be a permanent deterent to a requirement 13 Catalog of Lo Ola Universit School of Law 1258 (New Orleans: Loyola EnIversity, 9 8), p. 15: 77 for intern training. The need is apparent and real.1u III. DIRECT EXPERIENCE IN TEACHER EDUCATION Direct experience in teacher education is known gen- erally as professional laboratory experiences. This has been defined as "all those contacts with children, youth and adults (through observation, participation, and teach- ing) which make a direct contribution to an understanding of individuals and their guidance in their teaching-learning process."ls Prior to student teaching these experiences consist Of observation, participation, clinical practice, and actual work with children, youth and adults. Student teaching, the most common experience and the one most widely required for certification, is almost universal in teacher education. It has had a recognized role in the professional preparation of teachers from the time of the earliest training institutions in America, as has been 1” The Advisory and Editorial Committee on Bar Ex- aminations and Admissions to the Bar, James E. Brenner, con- sultant, Bar Examinations and Rgguirement§_for Admission £2 t_hg HE}; (NT-P" CaIIfornIa:_-Shepard's CItatIO‘fi's, I952), p. 7. 15 George E. Hill and others, Improving Teacher Education Through Inter-Colle e COOPeratIOn (DuBuque, Iowa: Wm. C. Brown Compmy, , '15)." I33. 78 16 Stone17 and others. pointed out by Cubberley, The experiences prior to student teaching tend to emphasize observation. Usually this is in connection with a professional course and more often is done in groups rather than as individual assignments. Most often it is in a school situation, but there is a growing emphasis upon voluntary work with social agencies and community-serving groups.18 Student teaching takes place most often in a campus laboratory school supplemented by public school facilities located near the college or university. The campus schools tend to be used for observation and limited participation and the off-campus schools tend to be used for full-time student teaching.19 The student teacher is under direct supervision of a critic teacher, sometimes called the super- vising teacher. 16 Ellwood P. Cubberley, Public Education in the United States (Cambridge, MassacHusetts: HOughton.MITflin Canpany..i931'i). p. 371. 17 Mason S. Stone, "The First Normal School in America,” Teachers College Record, 2h:263-71, May 1923. 18Clarence C. Dunsmoor and Leonard M. Miller, Princi- ples and.Methods pf Guidance for Teachers (Scranton, Penn- sylvania: InternationaI Textbook Company, l9h9), pp. 96- 102, 112. 19 Walter S. Monroe, editor, Encyclopedia of Educa- tional Research.(New York: MacMillén Company, 1950), P. A supervisor from the training college makes periodic visits and holds conferences with the student teacher and with the supervising teacher, sometimes together. A study in 1950 showed that an average of 9.6 quar- ter hours is devoted to student teaching in elementary edu- cation and 7.3 Quarter hours in secondary education. The division of time was one-fourth to observation, one-fourth to partial teaching, and one-half to full-time teaching. This study found also that over two-thirds of the super- visors, critic teachers and recent graduates recommend an increase in the amount of student teaching.20 A similar and earlier study of teacher education in Michigan had shown a great variety in student teaching requirements, ranging from a minimum of one hour daily for twelve weeks to a maximum.of one-half day for a full year.21 There is considerable sentiment for a fifth year internship as a part of the professional training of teachers. This sentiment was voiced by the Second Bowling 20 Walter Hahn, "Current Practices and Problems in Student Teaching," The Journal gf Teacher Education, 2:118- 21, June 1951. 21 H. E. Geiger and Cornelia Tomes, "The Preservice Professional Education of Teachers," The Education of Teachers (David M. Trout, editor; LanEIHg, MichiganE—Mich- Igan COOperative Teacher Education Study, 19h3), p. 38. 80 Green Conference on teacher education in its published report.22 Similar support was found in reports by Monroe,23 Stiles,2h and the American Council on Educa- tion.‘?5 By way of summary, it may be noted that several aspects of direct experience have been stressed by the authorities consulted in this research relative to profes- sional preparation for teaching. Following each statement below only one supporting reference is cited in footnotes, but each statement represents consensus of opinion among various references consulted. 1. Direct experience should be an integral part of the entire program of professional training.26 2. The emphasis given to direct experience should be increased. The American Association of Colleges for 22 National Commission on Teacher Education and Pro- fessional Standards, The Education gf'Teachers: New Per- sgectives (Kzghington: Nétional Education Association, a PP- 23 Monroe, 22, gi§., p. 1365. 2h Lindley J. Stiles, "Internship for Prospective High School Teachers Being Trained in Universities," Journal 2§_Educational Research, 39:66h-67, May, 19h6. 25 Commission on Teacher Education, The Im rovement of Teacher Education (Washington: American CouncII on Hancatfon, 19h6), pp. 1h6f. 26 National Commission on Teacher Education and Pro- fessional Standards, gp. cit., p. h3. 81 Teacher Education in 1P3.H$EEE Yearbook suggested that either more time should be used for direct experience or that the time now allocated be better utilized.27 3. The direct experience should be in true life situations. A National Education Association's commission on teacher education urged caution in the use of "canned" OXperiences which could not involve the total real life situations.28 A. Direct experience should include a wide variety of experiences for the teacher-student.29 5. There should be some direct experience outside the school room with social and community agencies.30 6. There is a trend toward develOping a full-time teaching internship.31 Duewel pointed out in his study that leaders in Ed 27 American Association6of Colleges for Teacher ucation, Ninth.Yearbook 125 Oneonta, New York: AACTE 1956), p. 39"". “""“"""' ' 28 National Commission on Teacher Education and Pro- fessional Standards, Teacher Education: The Decade Ahead {Hashington: NationaI EducatiOn Association, I955), p. 29 Commission on Teacher Education 0 c t 1’45 ff. s _E ___os PF- 30 Dunsmoor and Miller, 22, cit., pp. 96 ff. 31 Duewel, 22, cit., p. 61. 82 ministerial education have been more influenced by the direct experience programs in teacher education than by those in any other branch of professional education.32 Assuming the validity of this conclusion, the practices, principles and trends in teacher education may be assumed to have con- siderable significance for ministerial education. IV. DIRECT EXPERIENCE IN THEOLOGICAL SEMINARY PROGRAMS The literature dealing with this type of professional education is fairly adequate but not extensive. For factual data and analysis the work by Duewel was found to be the most complete.33 The information in this section is taken large- ly from his work. It was found that all Protestant theological semi- naries conduct some type of direct experience training for the ministerial students enrolled. Field work is the name usually applied to this eXperience. Most students engaged in some form of field work during part or all of their three years in seminary. At the time of Duewel's study seventy-three per cent of the seminaries required some field work for graduation. Twenty-two varieties of field work activities was the average number reported by the 33 Duewel, 22, cit., p. 61. 33 Duewel, 22, cit. 83 seminaries.3u As a rule, each student devoted some time each week to some form of field work activity. Pastoral work, home missionary work and clinical work were engaged in full tune during the summer by some students. Very few spent a full year in internship experience.35 In most cases the seminaries designated one or more faculty members as responsible for supervision of the field work of the students. In many cases supervision was offer- ed during only a part of the student's period of training. The churches and other institutions involved provided the seminaries with reports on the field work activities of the students concerned. Occasionally field work agreements were drawn up between the student and the church or organi- zation served.36 V. COMPARATIVE ANALYSIS OF DIRECT EXPERIENCE PROGRAMS In order to compare the direct experience training programs of the Bible colleges with those of the other pro- fessional schools six aspects of the various programs are summarized briefly from the descriptions contained in this fi— 3h Ibid., p. 61. 35 Ibid., p. 62. 36 Ibid. 8h chapter and the preceding chapter. Such a comparison is necessarily brief and restrictive in detail but may be pre- sumed important for the evaluative purposes of this study. Attitudes g: the professional schools towards direct experience training. The Bible colleges from their earli- est beginnings have maintained a consistent attitude of approval of Christian service training. This attitude was reflected in the present study by the presence of training programs in all the schools concerned. Thus the merit of direct experience appears to be universally recognized among the accredited Bible colleges. The attitudes of the graduates reflected general approval with.some noticeable exceptions. These exceptions did not, however, condemn direct experience as such, but rather reflected dissatis- faction with the particular experiences in which the re- spective graduates participated. Within.medical education direct experience was fully accepted as an integral part of the professional training progrim. There was no exception to this attitude pattern. The available literature relative to legal education indicated little evidence that the law schools consider direct experience necessary or practical. There were some indications of a growing trend favorable to direct experi- ence training when and if such training can be adequately 85 provided and prOperly integrated with the curriculum. In teacher education there was found almost universal approval of what is often termed professional laboratory experiences. These experiences have occupied a recognized role from the days of the earliest training institutions in E America. Along with this widespread approval was found also a growing concern for improvement of the direct experience training for the teaching profession. The theological semdnaries eXpressed general approv- al of direct experience as an important, if not integral, part of ministerial education. All the seminaries included in Duewel's survey offered some types and amount of direct experience training, usually designated by the term field work. Organizational structure 23.3hg direct experience training programs. The Bible colleges maintained no uniform pattern in regards to the Operation of the Christian service activities. In.most of the schools responsibility for directing the activities was delegated to a director, of- fice or department of Christian service. In some cases this responsibility was assumed by a student organization. Within.medical education the direct experiences of the student were outlined by the faculty and administration for the entire four years. There was no separate organization r1: 86 of direct experience apart from other required school ex- periences. The fifth year internship was a post graduate experience under direction of the hospital to which the medical school graduate was assigned. So far as law schools were concerned little or no organization of direct experiences was observed or obser- vable. The direct experience training in teachers colleges consisted mainly of student teaching. This and all other direct experiences were assigned through the faculties of the colleges. The person responsible for student teaching was known, usually, as the supervisor of student teaching or by some other similar title. Within the theological seminaries, as in medical schools and teacher education institutions, the organiza- tion of direct experience was observed to be a faculty re- sponsibility. Usually a faculty member devoted either part or full time to directing the training program. Typgg'gg activity. The Bible colleges represented a large variety of different activities, sixty-four in all, Eighteen items accounted for most of the participation; the highest number reported by one student was twenty-seven; and the mean was 10.6, the mode 9, and the median 10. One activity, Sunday School teaching, was participated in by 87 seventy-eight per cent of the questionnaire respondents. Direct experience in medical education involved every phase of medical practice, consistently planned and rigidly followed. There was little or no Option on the part of the student. In legal education there were no direct eXperiences observed except in a few cases. Most of the direct experiences in teacher education prior to student teaching emphasized observation, usually in a group situation connected with a professional course. Student teaching was the most common and almost universal activity. The theological seminaries reported twenty-two dif- ferent types of direct experience, according to Duewel's survey. Frequency_g§.participation. Reference here is to the number or percentage of students participating in the direct experience programs and to the number of schools providing such programs. All the Bible colleges surveyed in this study pro- vided direct experience programs but only a few made par- ticipation a requirement for graduation. All the graduates ‘who responded to the questionnaire reported some partici- pation but there was little uniformity as to the type, ,______..-——.-—— -—-_- 88 amount or extent. For the most part voluntary initiative on the part of the student seemed to determine the degree of participation. The medical schools required complete participation. All students in all the schools were involved in all phases of their respective programs. For the law schools no data were available. Within the teacher training schools participation was universal or nearly so. In the theological seminaries most of the students engaged in some field work. The exact extent of such par- ticipation was not determined but it was known that seventy- three per cent of the seminaries required some field work for graduation. Supervision 2nd control. This area was one of the weakest within the programs of the Bible college. Some type and degree of faculty control was evident in most schools, but in too many cases the supervision was more theoretical than actual. In most cases the supervision was inadequate. Within the medical schools supervision and control by the faculties over the direct eXperience training of the students was intensive, thorough and well organized. The law schools provided little or no data regarding 89 supervision and control of direct eXperience training for students. The teachers colleges provided supervision and control of student teaching which more or less followed a general pattern with numerous variations from school to school. In types of direct experience other than student teaching little uniformity was observed so far as supervision was concerned. Within the seminaries supervision of a sort existed generally, but Duewel considered this area crucial and one in which the current status was unsatisfactory. Integration with;thg curriculum. The Bible colleges provided little evidence of satisfactory integration. Within medical education there was complete integra- tion of direct experience with the overall curriculum. No effort at integration was evident among the law schools. The teachers colleges presented evidence of fairly satisfactory integration, but with considerable room and evident need for improvement. The seminaries provided some integration but such as existed.was generally unsatisfactory, at least in the Opinion of Duewel. On the basis of the evidence and comparisons all 90 presented in this chapter there follows only a partial val- idation of the third hypothesis of this study by which it was prOposed to test whether there is significant differ- ence between the direct experience training of ministers and the direct experience training for certain other pro- F fessions. One type of professional education, law, had little in common with the ministry so far as direct experi- .79." INA . ence training was concerned: there was no generally favorable attitude found toward such training and prac- I tically no evidence of more than exceptional instances of its existence or use within the law schools. SO far as the Observed data relative to the other types of professional education were concerned the conclu- sions expressed in the following statements appear suffi- ciently warranted. First, there was either unanimous or general ap- proval of the value of direct experience within the Bible colleges, the medical schools, the teachers colleges and the theological seminaries. On this point relative to at- titudes there was validation Of the hypothesis. Second, the organizational structure of the direct experience training programs Of the Bible colleges appeared less well developed than in any of the other types of schools. The most efficient programs appeared to be in 91 the medical colleges where significant difference existed both in kind and in extent. The superiority of the teachers colleges and seminaries was more in extent than in kind. Thus, only partial validation of the hypothesis can be established at this point. Third, the Bible colleges compared favorably with the other schools in that its program of training included many types of activities related to the involved profes- sion. In each type of education there was effort to orient the student into every phase of his profession. The hy- pothesis thus found some support in this aspect. Fourth, the comparison relative to frequency of par- ticipation showed that all the Bible colleges and all or nearly all the schools of the other three types provided training programs. However, complete validation of the hy- pothesis at this point was impossible, for it was clearly evident that because of the voluntary basis of participa- tion the extent of student participation within the Bible colleges was decidedly inferior to that of the medical schools and teachers colleges and at least less definitely delineated than that of the seminaries. Fifth, there was little or no validation of the hy-' pothesis so far as supervision and control were concerned. Only in terms of broad generality could it be said that the faculties of the Bible colleges supervised the Christian nl"..13._ . ' Urn. 92 service training programs. The power of control was resident, but it was more dormant than active. The superi- ority Observed in the supervision and control of the pro- grams of the medical and teachers colleges was marked and amounted to a significant difference from that of the Bible r5 colleges. The seminaries showed superiority to the Bible colleges in this reapect but to less extent than did the other two types Of schools. Sixth, the generally poor showing of the Bible col- £5 logos in regards to integration Of direct experience with the curriculum was in sharp contrast to the medical schools where complete integration prevailed and, to a lesser ex- tent, also to the teachers colleges._ The extent of integra- tion within the seminaries, while evaluated as unsatisfactory, was still superior to that of the Bible colleges. For these reasons there was a general lack of validation of the hy- pothesis so far as curricular integration was concerned. On the basis of the above conclusions it may now be stated that the direct experience training of the Bible col- leges in the preparation Of ministers is not significantly different from the direct experience training of the med- ical schools, the teachers colleges and the theological seminaries so far as attitudes of general approval of such training are concerned: nor is there significant difference relative to the variety of direct experience activities 93 related to each profession. It may be stated further that at least partially significant differences occur in that the organizational structure of the Bible college direct eXperience training programs was found to be generally inferior to that of the other three types of schools. Furthermore, observable in- feriority of the Bible college programs exists in that par- ticipation is usually determined by voluntary choice of the student, whereas required participation is the prevailing pattern in the other schools. Finally, it may be stated that there is definitely significant difference between the direct experience train- ing programs of the Bible colleges and those Of the med- ical schools, teachers colleges and theological seminaries in relation to faculty supervision and control and in re- lation to curricular integration. In every comparative instance the Bible college record in these two areas ap- pears tO be inferior to that of the other three types of professional schools. CHAPTER V THE CONSISTENCY OF CHRISTIAN SERVICE TRAININGIMITH PROBLEMS PERCEIVED BY MINISTERS INTRODUCTION Early in this study it was assumed that the problems of the ministry as seen by the ministerial graduates are a reasonable measure of the relationship of Christian service training to the task of the minister. It is the purpose of this chapter to explore whether the training programs under study provide consistent preparation for the problems in- herent in the task of the minister. The approach was twofold. First, there was the ef- fort tO determine whether the problems of the actual min- istry are understood alike by those who plan the Christian service training programs and by those who are actually dealing with these prOblems. The effort constitutes a test- ing of the fourth.hypothesis of this research. Secondly, it was endeavored to determine if there are direct experi- ences in the training programs which are understood.by both the educators and the ministers to be helpful in.meeting some types of problems in the actual ministry. The results of this endeavor should test the fifth hypothesis. In the chapter dealing with the role of direct ex- perience in professional training it was Observed to be 95 common practice in many professions for the student learner to complete a period of practice known variously as appre- ticeship, internship, clinical training, or practical train- ing before entering into the full responsibilities of his profession. This was especially true in medical education, teacher education and theological education, and to a small degree in legal education. Direct experience 53 £82.29. £31; ministerial students. Most Of the research.and available information relative to ministerial education in.America was concerned with the level of training Offered by the seminaries. SO far as this investigator was able to discover there was no published study dealing with professional training for the ministry on the undergraduate level. The theological seminaries have long favored field work for theological students. The studies made of theolog- ical education by R. L. Kelly, F. C. Foster and C. H. Morgan and others brought this out clearly.1 Among the most recent and authoritative works were the three volumes sponsored by the Survey of Theological Education in the United States and Canada in 1956 and 1957, edited and largely written by Yale 1 All such sources available are listed in the bibli- ography accompanying this study, together with various per- tinent periodical articles which provided background for the introductory summary under discussiOn. VEMJ‘ 96 professor H. Richard Niebuhr. The general tone relative to the value of field work for theological students was con- servatively favorable. In one discussion at least, Niebuhr, Williams and Gustafson presented a rather dim.view of the value of direct F] experience in theological education. "No law or medical i student," it was stated, "practices his profession while he is attending his professional school. The doctor does not WEZL‘ serve as an intern until much of the basic course has been covered. But many a seminary student serves as a pastor and carries full responsibility for preaching and pastoral care throughout the entire three years of his course." The im- plied criticism here was of the period or stage of profes- sional education in.which field work was permitted rather than the nature of the work. The authors cited certain faculty Opinions to the effect that "students are not able to concentrate adequately on their class work and bear re- sponsibility for a church at the same time. Students who must prepare a sermon for each Sunday easily fall into slipshod habits of preparation."2 It should be noted that this criticism.was not directed at all field work at all levels but only against certain types and amounts of such 2 H. Richard Niebuhr, D. R. Williams and J. M. Gustafson, The Advancement of Theolo ical Education (New YOrk: Harper afidfiBrother, I537: pp. 113? 97 work. The viewpoints expressed appeared to represent minor- ity sentiments so far as the present research indicated. The views summarized by Duewel reflected positive sup- port Of direct experience as value for ministerial students. Student pastors could be expected to get a rather complete Mm picture of their future responsibilities as they partici- pated in experiences covering all phases of the ministerial function. The isolation so Often existing between knowledge j; gained by vicarious study and the complex situations in-' i} volved in their life work was declared to be broken down. They came to know children, young peOple, and adults and how to work with them. They learned how to cOOperate with Sunday School teachers, choir leaders, Official board members, their superior church officials, and other min- isters of the community or denomination. The ministerial students needed to know peOple both in and out of the church. They needed a variety of experiences and they also needed a culminating period of full ministerial responsibility so that all phases of their preparation.might be brought into focus. Such a period Of responsibility, in Duewel's Opin- ion, under prOper supervision became functionalized and individualized education at its best.3 3 Wesley Luelr Duewel, "Supervisionof Field work in American Protestant Theological Seminaries,” (unpublished ‘ Doctgr's dissertation, The University of Cincinnati, 1952), PP. 1f. 98 I. THE RELATION OF CHRISTIAN SERVICE ACTIVITIES TO PROBLEMS OF THE MINISTRY The hypothesis presented. The purpose of this sec- tion Of the present chapter is to test the fifth hypothesis which states that there is no difference between the deans r] and the graduates in their perceptions of the problems of k the ministry. Two steps were involved in this testing process. t} The first step consisted of a comparative identifi- cation Of the major problems of the ministry by both the deans and the graduates. The second step was a comparison of the identified problems with the problems studied in Christian service training in the Bible colleges. These two measures were designed to indicate whether the problems inherent in the task of the minister are understood alike by the professional educators and the professional prac- titioners. The present approach to service training and its re- 1ation to problem solving in the ministry is a new one so far as research on the undergraduate level is concerned. Two types of conclusions could result from the present phase of this investigation. There could be a vindication Of the skepticism Of certain seminary faculties who held dim views of the value of direct experience in ministerial education, as was pointed out in the introduction to this 99 chapter. 0r, there could be confirmation of the favorable attitude of Duewel and the majority Of those who have pre- sented views of the value of field work for seminary stu- dents. And, as is always possible in studies of this kind, _ the results might provide no exact parallels with other .1 similar studies. L The problems identified. The pilot study mentioned T’.‘ A v I in Chapter I provided the initial source material for Part III of the questionnaire dealing with problems of the min- istry. In nearly every case the terms fiministry" and "pastorate" were found to be synonymous. Each graduate included in this pilot study was asked to list at least five but not more than ten of the major problems he had met in connection with his ministry. The use of these together with source material in pastoral theology and knowledge gained from eight years of experi- ence by the writer in the pastorate provided a basic check- list of twenty-nine problems which were sent to the deans of the accredited Bible colleges and to the S32 graduates in- cluded in this investigation. Space was provided and sug- gestions made for writing in any types of problems not in the list. Ten were written in, bringing the total to thirty-nine. The responses of the deans are shown in Table X 100 which lists all the problems identified by four or more deans. Table XI lists all problems which.were identified by fifty or more of the graduates. In each table twenty- twO items are included, listed in the order of frequency. The positive correlation between the two lists was immediately noticeable. The first three items, in order of frequency, listed by the deans were listed also, in a slightly different order, as the first three in the grad- uates' list. Of the twenty-two items in the list of the deans all except one were in a similar list by the grad- uates. The deans placed "COOperation with other churches" among the twenty-two major problems identified. This was not included by the graduates who thought "WOrldly amuse- ments" was problematical enough to be included. .mmong the eleven items of the upper half of each list seven items were included in both. Likewise there were five items which were found in the lower half of each list. Even without statistical analysis it was clear that both the deans and graduates made very similar identification of twelve of the items and a generally similar identification of nine others. A breakdown of these problems is shown in Table XII under six group headings. Some Of the items might have been listed.more than one way but the procedure followed was to put each item.in the group to which it appeared most closely Olli.v TABLE X 101 MAJOR PROBLEMS OF THE MINISTRY AS IDENTIFIED BY TWENTY-FOUR BIBLE COLLEGE DEANS PrOblom. Frequency Per Cent 1. Securing qualified workers 19 79 2. Holding youth in church 16 67 3. Stimulation of personal soul winning 15 63 h. Increasing efficiency Of lay staff In E8 5. Fund raising lO 2 6. Difficulties in organization ' and administration 8 33 7. Effective sermon delivery 8 33 8. Budgeting time 7 29 9. Dealing with emotional conflicts 7 29 10. Building program. 6 25 11. Personal sins in lives of members 6 25 12. Personal conflicts among members 6 25 l . Counteracting materialism. S 21 1%. Marital problems 5 21 l . Development of church loyalty S 21 16. COOperation within the church 5 21 17. Inadequate training in ' pastoral counseling 5 21 18. Providing adequate social activities h 17 19. Ministering to sick h 17 20. Homes divided religiously u 17 21. Cooperation with other churches u 17 22. Church "bosses" h 17 Source: Questionnaires completed by tWenty-four deans of the accredited Bible colleges. 102 TABLE XI MAJOR PROBLEMS OF THE MINISTRY AS IDENTIFIED BY 285 BIBLE COLLEGE GRADUATES .__ Problem. Frequency Per Cent 1. Securing qualified workers 191 67 2. Stimulation of personal soul ’ winning 163 E7 3. Holding youth in church 139 9 h. DevelOpment of church loyalty 118 hl , 5. Increasing efficiency of lay — staff 111 39 ' 6. Budgeting time 105 37 7. Fund raising 101 35 8. Personal sins in lives of members BE 33 9. Homes divided religiously 30 10. Personal conflicts among members 8h 30 11. Church "bosses” 82 29 12. Building program. 80 28 1a. Counteracting materialism 78 27 l . Difficulties in organization and administration 73 26 15. Providing adequate social activities 65 23 16. Worldly amusements 65 23 17. Inadequate training in astoral counseling 58 2O 18. OOperation within the church Sfi 19 19. Effective sermon delive 5 19 20. Dealing with.emotional conflicts SO 16 21. Marital problems 50 16 22. Ministering to sick SO 16 Source: Questionnaires completed by 285 graduates Of 1951 and 1956 classes of twenty-nine Bible colleges. 9' c at. [A 0-... .Q\ I .-. - - I ;,.;..4 L ‘£"Llr~et-es.. A w TABLE XII 103 PROBLEMS OF THE MINISTRY AS CLASSIFIED IN SIX MAIN GROUPS Problem. Frequency Per Cent GROUP COOPERATION AND PARTICIPATION* 1. Securing qualified workers 191 67 2. Holding youth in church 139 A9 3. Development of church loyalty 118 hl %. Increasing efficiency of lay staff 111 39 . Fund raising 101 35 6. Building program 80 28 7. Providing adequate social activities 65 23 8. COOperation within the church 55 19 PASTORAL COUNSELING 9. Personal sins in lives of members 95 33 10. Homes divided religiously 8h 30 11. Personal conflicts among members 8h 30 12. Inadequate training in pastoral counseling 58 2O 13. Dealing with.emotional conflicts 50 18 lh.'Marita1 problems SO 18 MORAL AND SPIRITUAL VALUES 15. Stimulation of personal soul winning . 16 S7 16. Counteracting materialism 7 27 17. Worldly amusements 65 23 ADMINISTRATIVE DIFFICULTIES 18. Church "bosses" 82 29 19. Budgeting time 105 37 20. Difficulties in organization and administration 73 26 PUBLIC‘WORSHIP 21. Effective sermon delivery 5h 19 HEALTH, WELFARE AND SOCIAL SERVICE 22. Ministering to sick SO 18 iThe six group cIassITications were determined by subjec- tive analysis. w.’;‘ 1 v '5 I. 101i related. This grouping revealed that the largest area Of prOblom situations was that involving group cOOperation and participation. Nearly half Of the leading problems reported were in this group. This group plus the second group, re- lating to pastoral counseling, accounted for over two- ‘thirds of the leading problems reported. Taking the six group classifications as indicative ifs-.1- c‘. ...<’ s of the main problems encountered by the ministers, compar- ison.was made with the types of Christian service activi- ties listed in Table III Of Chapter III. The thirty-nine activities in the table were grouped according to the classification Of Table XII. The results are shown in summary as Table XIII. TABLE XIII FREQUENCY WITH‘WHICH THIRTY-NINE CHRISTIAN SERVICE .ACTIVITIES FALL INTO SIX.MAIN TYPES OF PROBLEMS Type Frequency Per Cent Group cOOperation and participation 18 hé Pastoral counseling 1 3 Matters of moral and spiritual values 3 8 Organization and administration 3 8 Public worship 6 15 Health, welfare and social service 8 21 Total 39 100 105 It was immediately observed that the largest group area in both Table XII and Table XIII was that concerned with group cOOperation and participation. Over a third of the main problems of the ministry were reported within this area. Also in this group were nearly half of the leading types of Christian service training according to frequency of participation. From this comparison it appeared that the largest group Of prOblems of the ministry, according to the group indicated, occurmn in an area in which the Bible col- leges were devoting their strongest Christian service amp phasis, the area involving group cOOperation and partici- pation. This conclusion was weakened by the fact that no ade- quate comparison of types of group cOOperation was possible from the available data. It seemed safe to assume that the prOblems growing out of many different kinds of group rela- tionships might also demand many specifically different types of preparatory experiences. Such detailed comparison Of data, however, was outside the scOpe Of this study. In the next problem area, pastoral counseling, Over one-fourth Of the main problems occured. In the list of service activities only one, a general classification known as "counseling,” was given. A total of seventy-four or slightly more than one-fourth of the graduates reported par- ticipation. This was an area in which the problems is J 106 confronted appeared to be greater in prOportion than the de- gree of direct preparatory experience of the ministerial students in training. It may be that this apparent dispar- ity was counterbalanced by sound and thorough classroom in- struction in pastoral counseling, but no data was available r—l to confirm such an assumption. The result of the present comparison merely pointed up this area as one needing fur- . ther study and possible strengthening. - [J The problem areas involving moral and spiritual val- - ues, organization and administration, public worship, and health, welfare and social service appeared to be those in which.there were also areas of comparative degrees of direct experiences through the Christian service training programs of the Bible colleges. The range Of such activities as shown in Chapter III was wide enough to provide direct ex- periences in at least most of the problem areas Of the Christian ministry. From the data cited the following conclusions became apparent: (l) The deans and the graduates were in close agreement in their identification of the major problems Of the ministry. (2) The identified problems fitted logically into six main group types. (3) A classification of Chris- tian service training activities into the same six group types indicated a closely comparative emphasis except in the same area of pastoral counseling where there appeared 107 tO be a definite weakness in the Bible college programs. These conclusions indicate a validation, with the exception noted, of the position that there is no significant differ- ence between the deans and the graduates in their percep- tions of the problems of the ministry. II. THE ATTITUDES OF THE GRADUATES AND DEANS TOWARD CHRISTIAN SERVICE AS ORIENTATION FOR PROBLEM SOLVING Th2.hypothesis g£_evaluation. The purpose of this section is to present data and conclusions regarding the comparative evaluation of Christian service training by the deans and the graduates. The data were limited to a survey of the Opinions regarding the helpfulness of the training programs in problem solving. It has been hypothesized that some of the service experiences are perceived by both deans and graduates to be helpful in meeting some types of prob- lems in the ministry. Unsolicited responses. One of the unexpected results of this study was the large number of unsolicited comments accompanying the returned questionnaires of the graduates. Exactly forty per cent, or 11h out Of a total of 28S, ex- pressed opinions relative to the value of Christian service training as preparation for problem solving in the ministry. Of these twenty-two expressed favorable opinions and nine- teen unfavorable. Six examples of each selected at random — 4‘1‘4 -J 108 are given below. Favorable Opinion of the Christian service programs was reflected by such comments as these: I consider personal visitation, preaching, assistant pastoral work, Sunday School activities and counseling to be the most valuable and vital activities and service areas. These activities I consider very valuable. It seems there is value in all the Christian service activities, but some stand above the rest in importance. Team.work and its value learned by participating in many college activities has been most helpful. I learned to preach. I felt that each Opportunity was of great value to me. The unfavorable comments were well reflected by the following: Bible college in a very large manner is stilted and un- suited to practicality. Bible college alone is far from adequate to prepare any young man.for the ministry. Quite frankly, I can not see how any of the Christian service activities I had in college helped me directly in solving the problems I faced. I had little to help me meet the problems in this section. I think my training in this area was very weak. I find that all too Often my background and training have failed to prepare me properly for those difficul- ties we pastors must face . . . . I feel a tremendous lack in the area of pastoral counseling and psychology . . . . In the practical aspects of the ministry such as the building program, and general church organization 109 and administration it has been necessary for me to look elsewhere for help. These unsolicited comments indicated a definite divi- sion of opinion relative to the service training programs. The forty-one statements selected at random probably repre- sent at least the majority of the twenty-nine schools which provided lists of their graduates for this study. There was no way, however of substantiating this point. Also, since the comments were completely unsolicited, there was 5; the possibility that they represented minorities who were strongly biased, who had felt overly strong, either in favor or in disfavor of the training programs while they were students. The questionnaire, in such events, might have simply provided a convenient outlet for expressions of strong sentiment which was not indicative of the attitudes of the graduates as a whole. It was significant, nevertheless, that specific points both Of strength and weakness were identified in these comments. Even granted that the balance between the two types of Opinions made any overall trend indiscernible, the nature of the references was sufficient to merit the attention of Bible college administrators, curriculum.p1an- ing groups, and Christian service supervisors. The comparative attitudes g; the deans, the 1256 graduates. and the 1951 graduates toward Christian service 110 TABLE XIV CHRISTIAN SERVICE ACTIVITIES REPORTED MOST HELPFUL IN PROBLEM SOLVING-ACCORDING TO THE DEANS AND GRADUATES W By the By 1951 By 1956 Deans Graduates Graduates l. Pastorate 31 71 110 2. Counseling 35 7h 87 3. Sunday School teaching 12 7h N6 A. Private home visitation 1h 68 52 5. Gospel mission work 13 69 25 6. Occasional supply preaching 2 3h 32 7. Gospel teams 19 R9 15 8. Assistant pastorate RS 19 Ah 9. Song leading 3 30 21 10. Leaders in summer camps 15 28 17 11. Teacher training institutes 9 26 19 12. Directors Of religious education 25 ll 22 13. Hospital visitation 9 30 12 lll activities considered most helpful in problem solving were reflected by the summary shown in Table XIV. The items listed were those ranked highest by both groups of grad- uates. It may be seen readily that the correspondence be- tween the evaluations of these two groups is quite high. There appeared to be general parallel of opinion between them. The totals of the two frequencies for each of the items placed them in the order in which they appear in the Table, the pastorate ranking first and hospital visitation thirteenth. There were a few items in which the ratio of differ- ence appears large, such as the gospel teams where the dif- ference is more than three to one: but in each of such cases the total response was small. In no case was an item listed in the tOp quarter by one group and in the lowest quarter by the other. The greatest difference appeared in the comparison of the deans' responses with those of the graduates. There were two items listed by the graduates among the tOp thir- teen which received small emphasis by the deans. The two items were occasionally supply preaching and song leading, both of which related directly to public worship. The nature of the two items mentioned suggested a possible reason for their low evaluation by the deans as ef- fective training instruments for problem.solving. A study ..-‘. ‘3." A'.l' " "‘I. I fiHee. I it 112 Of Bible college curriculums made by Hubert Reyhout Jr. showed that courses designed to prepare the students for public ministry were basic in Bible colle curriculums. These courses were usually labelled homiletics and pastoral theology.” If in the Opinion of the deans the Bible college graduates entered the ministry well prepared for public wor- ship and preaching ministry, the deans might logically have assumed the major problems would arise mostly in the area of the parish.ministry. For problems of the parish it may be supposed that occasional supply preaching and song leading would be of little help. It was possible that the graduates thought of these activities in relation to their problems of public ministry. The gpnclusions formed. From.the foregoing compar- isons the following conclusions appeared justifiably induced: (1) Unsolicited responses from the graduates indicated a di- vision of sentiment regarding the merits of Christian ser- vice training as practiced by the accredited Bible colleges. (2) There was close correspondence between the 1951 graduates and the 1956 graduates regarding the merit of Christian ser- vice training. The graduates agreed in listing thirteen h Hubert Reynhout Jr., "A Comparative Study of Bible Institute Curriculwms" (unpublished Master's thesis, Uni- versity of Michigan 19h7), pp. 28f. 113 Christian service activities as most helpful in solving problems Of the ministry. (A) The deans agreed with the Opinion Of the graduates on eleven of the items but dis- agreed noticeably on two others. With the exception noted in the preceding statement, there appears to be sufficient evidence for validation of ' the position that some direct experiences in Christian ser- vice training are perceived by the deans and the graduates to be helpful in meeting some types of problems in the actual ministry. SUMMARY The relation of Christian service training to the actual problems of the ministry was indicated by a compar- ison of the types Of problems with the types of Christian service activities. Six areas were determined, and twenty- two main problems reported by the graduates were grouped into these areas which included group cOOperation and per- ticipatiOn, pastoral counseling, moral and spiritual values, organization and administration, public worship, and prob- lems of health, welfare and social service. By comparison it was found that the thirty-nine leading Christian service activities of the Bible colleges provided direct experience; in all six areas, with eighteen different activities classi- fied under group cOOperation and participation. The weakest area was pastoral counseling. The other four appeared to be 11h some stronger than counseling but in need of further im- plementation. A comparison of the attitudes of the deans, the 1951 graduates, and the 1956 graduates included a number Of un- solicited responses from graduates, about evenly divided r} between approval and disapproval of the Christian service a training programs of the Bible colleges from which they had graduated. These comments should be considered of value to #1. Bible college personnel for improvement of Christian ser- vice. In the three-way comparison the two graduates groups showed close correspondence. The deans agreed on most points with some significant differences. Eleven items of Christian service activity were named by all three groups as being most helpful in problem solving. The others were listed by the students but not by the deans. CHAPTER VI SUMMARY AND CONCLUSIONS The thirty-one member schools of the Accrediting Association of Bible Colleges were included in this survey of Christian service training for ministerial students. ‘ After presenting the problem and its setting this research sunnarizes the task of the minister, the current status of the Christian service training programs, the role of direct experience in professional education, and the consistency of Christian service training with problems perceived by min- isters. It concludes with a statement of the implications for organisation and administration of the training pro- grams, and for further research. SUMMARY The Problem and Its Setting. The purpose of this study was to determine the nature of the Christian service training offered ministerial students in the accredited Bible colleges and to indicate the relationship of such training to the task of the minister. Factors indicating the importance of the study included the questions raised regarding the present training programs, the apparent need for reexamination of current practices, the prevalence of direct experience training in other professions, the assumed 116 value of such a study for evaluative purposes, the scarcity of literature on the subject, and importance attached to the trainingprograms by the Bible colleges. Certain assmnp- tions and hypotheses were adopted for directional purposes in the research. The methodology included a survey of re- lated literature, a questionnaire sent to Bible college deans and 532 selected graduates, and analysis of data and information Obtained. The Task 33 the Minister. The twenty-four Bible col- lege deans and the 285 selected graduates who responded to the questionnaire defined the task of the minister in terms of the problems confronted in the profession. The task was reported to be essentially one of human relationships, of influencing Opinions and actions, primarily to induce men to consider the Christian religion and to shape their “concepts and conduct in accordance with Christian principles. The related literature agreed with the aboveconclusion and de- fined the task Of the minister as a five-fold one of shep- herding Or pestering souls, preaching, leading in public wor- ship, administering the business of the church and teaching the Christian religion. , ‘ . ‘ _The__ Current Status 25 Christian Service Training. All the Bible colleges surveyed maintained and expressed approv- al Of Christian service training programs. The patterns set 117 by the earliest schools have generally been followed. The two organizational types of programs reported were a faculty Operated department or office and a student organization,. the first type representing 70.0 per cent of the programs. Sixty-four different direct experience activities were re- ported but participation was limited largely to eighteen ."ssie"a-':=v_e .e . I items. The highest number reported by one student was 27, the:median being 10, the mode 9, and the arithmetic mean 10.6. Sunday School teaching, the item.with.highest fre- fij quency, was reported by 78 per cent of the responding graduates. Integration of Christian service training prOgrams_ with the total ministerial curriculum.was limited or weak. Heat schools reported effort to coordinate classroom theory with direct experience but a mist Of vagueness and indefi- niteness clouded the exact nature and extent of the alleged integration. In the comparative evaluation of Christian service activities the deans and graduates agreed in naming twelve items of most value and nineteen.items Of least value. Th; 3313 9; M Experience i3; Professional Edy; eggégge A large role is given to direct experience in the educational programs for medicine, teaching and the ministry but not fer the law. The Bible colleges are similar to med- ical and teachers colleges and the seminaries in attitudes 118 toward direct experience, and in variety of experiences re- lated to the profession. In matters Of organization of the direct experience programs and frequency of participation the Bible colleges are somewhat inferior. The most marked inferiority of the Bible colleges is in the area of faculty supervision and control and in curricular integration of direct experience training. Consistency 2;.Christian Service Training Eggh;§£g§3 135;,Perceived.by,Ministers. The types of problems confront- ed in the ministry were compared with the types of training offered in the service training programs. Six area types were determined for the comparison, including group cOOpera- tion and participation, pastoral counseling,:moral and spir- itual values, organisation and administration, public wor- ship, and problems of health, welfare and social service. The strongest area both.in the ministry and in the training programs was group cOOperation and participation. The weakest training area was pastoral counseling. The other four were considered weak and in need Of strengthening. In their evaluation of Christian service activities the deans and graduates agreed in.naming eleven.items as most helpful in.meeting problems of the ministry. By way of terse summation, the following statements express the most significant findings of this study. 1. Christian service training programs are 119 universally practiced among accredited Bible colleges. 2. There is a high ratio of student participation in Christian service activities. Such participation, how- ever, is primarily voluntary and cannot be considered to be 31"- part of a ”professional preparatory program." ‘1"- 3. These programs were considered of value by both deans and students. h. Some degree of faculty control existed in the ii i organisation and administration of most programs. 5. Out of sixty-four types of activities reported, only eighteen were engaged in.by more than one-fourth of the students reporting and of these eighteen items only seven were experienced by more than half of the students. 6. Thirty-two types of activity, exactly half of all items reported, were experienced by less than 10 per cent of the students reporting. 7. Both deans and students named twelve types of activity as most valuable of the sixty-four types reported. Idkewise, both groups named nineteen other items as posses- sing little value in service training. 8. 0f the six selected areas related to problem solving the Christian service programs provided widest ex- perience in group cOOperation and participation. 9. There was little evidence of practical training in the field of pastoral counseling. 120 10. There was little evidence of integration of Christian service with curriculum. Specifically, (a) vague- ness or ambiguity characterized most of the evidence con- cerning coordination of classroom instruction with Chris- tian service training; (b) even the strongest elements of _ integration, namely, faculty supervision, evaluation, and IF] counseling, the deans themselves reported as inadequate: (c) no uniformity was evident in evaluation and credit given for the activities; and (d) no uniform_policy or gJ practice appeared to exist in the systems of records of Christian service activities. 11. Little evidence was presented to indicate how Christian service activities provided orientation for min- isterial problem solving. CONCLUSIONS DRAWN FROM THE STUDY In keeping with approved investigational procedure the investigator in the present study has endeavored to ascertain two things, the current status of Christian ser- vice training in the accredited Bible colleges and the con- sistency of such training with the problems perceived by ministers. The following are the major conclusions drawn as a result of the study. 1. There needs to be a clear definition of the 4 goals of Christian service in relation to preparation for w 121 the ministry. Presumably professional training in the Bible colleges is designed to enable students to succeed in the ministry. It seems there should be some adequate under- standing as to what contribution direct experience is ex- pected to make toward such success. Furthermore, the min- ’1 istry embraces many functions and types of religious lead- -1 'ership and responsibility. The schools therefore should . consider to what extent preparation for one type of min- ~4 istry is identical with or different from.preparation for éj another type. The objectives for Christian service training should be determined in relation to the spiritual need of the stu- dent, his vocational need, his aptitudes and abilities, co- ordination with classroom theory, faculty counsel and guid- ance, and the needs of the peOple, organizations and in- stitutions served in the direct experience assignments. 2. The three most crucial problems inChristian service training programs are selection of desirable ex- periences, organising and administering the programs, and providing adequate supervision. This conclusion is sup- ported by the large number of activities rated of little value by both.deans and graduates, the lack of well organ- ised programs, and the apparent inadequacy of supervisory personnel indicated by the results of this research. 3. Christian service training should be an integral 122 part of the ministerial curriculum and should be correlated with the professional need of the student. The direct ex- perience should be effectively coordinated with course work and should be. mandatory for graduation. h. Training in pastoral counseling is one of the most difficult phases of professional education for the min- istry. It is also the area in which the Christian service training programs are weakest as orientation for problem solving. Need for improvement in this area_is crucial and should be given serious and early attention. 5. Direct experience training is commonly practiced and recognized as vital in professional education, but the direct experience programs of the accredited Bible colleges are generally inferior to those of the medical schools and teacher training institutions and less well develOped than those of the theological seminaries. Steps should be taken to improve the Christian service training programs of the Bible colleges in the light of the principles and practices found helpful in the direct experience programs of these other professional schools. 6. A good Christian service training program should have the following characteristics: it is a guided experi- ence which makes a direct contribution to the student's understanding of people and of the problems of the ministry; 123 it involves the student in active interaction with children, young people and adults in real life situations: and it pro- vides Opportunity for the student, in terms of his level of readiness, to participate in representative activities of the minister. 7. There should be some basic uniformity among the Bible colleges regarding the criteria for direct experience training. Some common denominator should be established particularly in connection with evaluation of direct ex- perience and transfer of credits in the area. 8. The purpose of Bible college education so far as the:ministry is concerned needs to be clarified. ‘Here the dual elements of general education and theological educa- tion come into focus. A reexamination of the whole Bible college progrmm2may well be in order. This raises the issue of whether the Bible college is a professional school, a quasi-liberal arts institution with a bibliocentric em- phasis, or simply an institute providing Biblical and theo- logical instruction without emphasis upon any particular profession. IMPLICATIONS FOR ORGANIZATION AND ADMINISTRATION .0F CHRISTIAN SERVICE TRAINING PROGRAMS Effort has been made to avoid any expression of personal attitude on part of the investigator toward any lit 12h aspect of this research and its findings. There are, how- ever, some personal Opinions of the writer regarding the im- plications of this study for Christian service training pro- grams. As an editorialisation of the value of this research these implications are submitted in the following paragraphs. These recmmendations summarise the major needs which be- came apparent during the study. 1. Definition of the goals and objectives of Chris- tian service training for ministerial students is the joint responsibility of the Accrediting Association of Bible Col- leges and its member schools. In the formulation of such a definition the following procedures are suggested: (a) set- ting up special committees or study groups within the AABC; (b) sponsoring regional or association-wide workshops and/ or conferences for the purpose of studying this problem; (c) encouraging faculty study groups, similar to the insti- tutional self-study projects encouraged by the North Central Association of Colleges and Secondary Schools, within each member school, the results of suchstudies to be made avail- able to the Association as a whole: (d) enlisting the cooper- ation of the unaccredited schools in the solution of this problem: (e) employing the benefits of similar studies made by and for the American Association of Theological Schools; and (f) drawing upon the resources of other professional poups which have defined the goals and objectives of their 12S respective direct experience programs. 2. Study and evaluation of direct experience train- ingjprograms in the light of the three most crucial prob- lems indicated by this research should center around these three areas of need. 3. In the selection of desirable experiences several factors merit consideration. (a) Quality experience should be stressed as well as a wide variety of experiences. (b) There should be sufficient variety of experiences to help the student form.a working concept of the role of the min- ister, to enable him.to understand children, young peeple and adults of various ages, abilities and cultural back- grounds, and to develop competence in working with people and community agencies. (c) Careful examination of the types of direct experience new extant should be made with a view to reducing or eliminating the items of least value and increasing or strengthening the more valuable ones. Presumably some activities may be more valuable in some situation and of less value in some others. Each school must decide for itself in such matters. The results of this research indicate that serious consideration should be given to the reduction or elimination of items of activity rated of least value by both deans and graduates, and that similar treatment should attend these activities engaged in by less than ten per cent of the graduates surveyed. 126 (d) The selection of desirable experiences is best accom- plished when made in terms of the individual need of the student concerned, when the experiences are true-to-life situations, and when the experiences have unique value in ministerial training. h. Organisation and administration_of the programs involve many factors and influences of which the following are considered of special significance. (a) A good program should be well organised but flexible enough to meet the needs of the school in general and of the student in par- ticular. (b) Weaknesses in the current programs indicate that there should be better utilisation of the time now given. (c) Christian service training programs should be cooperatively planned by all those who are involved in the direct experience, namely, the faculty, the department or office of Christian service, the students, and the super- visory officials of the agencies providing the direct ex- perience situations. The value of direct experience to the student is hm- plemented most fully when the student has a vital and grow- ing part in the planning and management of his Christian service activities. This is accomplished best when the direct experience is armed to help the student develOp a set of working principles for the ministry and when the ex- perience is a continuous and integral part of his 127 ministerial education, rather than a separate activity. The goals suggested in 3b, 3d, and in the above statements of this paragraph.might be adequately met when provision is made for a period of training as an assistant pastor or as a student pastor under supervision of the training in- stitution. Such supervision is most effective when there is both full cooperation and prOper coordination between the school and the administration of the church or other agency providing the direct experience situation. In all situations involving direct experience training there is need for a unified approach and close coordination among all concerned in.making direct experience of higher quality. 5. The facilities needed to implement prOperly a Christian service training program include at least the following: (a) agencies where opportunities to teach Sunday School are available to students: (b) Opportunities for oc- casional supply preaching within accessible distance from the college; (c) a Gospel teams organization or program on the campus with Opportunities for the teams to engage in Christian service functions Off campus; (d) a number of churches available for student pastorates in the vicinity or area of the college: (e) churches which provide Opportunities for assistant pastorates; (f) Gospel missions where students may gain experience in various aspects of home missionary work: (g) a program.of home visitation, particularly to the (Ills. an! .1IAD‘!" . . . 128 aged, ill, and shut-in; (h) vacation Bible schools provid- ing Opportunities for student workers; (1) situations in which.the student may gain experience in personal counsel- ing; (j) hospitals favorable to visitation programs involv- ing students: (k) Opportunities for students to engage in revival evangelism; and (1) summer camps in which students ‘may share responsibilities as leaders, counselors, super- visors Or other workers. 6. The role of the faculty in supervision is ha- plemented best when the faculty assumes major responsibil- ity in matters of definition of objectives, assignment pro- cedures, integration with total curriculum, evaluation of activities, and controls. Pro-checking of the student's lesson plan, program.or sermon to be used in the direct experience assignment: personal observation of performance; reports from.the student himself, from student or team leaders, and from officials of the employing agencies; and personal interviews and conferences with the student are some of the suggested supervisory instruments. 7. Assignment procedures are most effective toward educational growth and development when based upon the need of the student. The student's particular interests, his academic background and performance, his personal traits and aptitudes, and his degree of maturity are vital factors to be considered by those making the assignment. Other 129 important factors include the kind and amount of preparation for the assignment, the time involved in the assignment it- self, the type Of assignment, the location, the travel in- volved, remuneration for services rendered, and the other persons involved in the assignment. These factors indicate that assignments should be made by these best acquainted with the student's need and with the needs of the particular agency providing the direct experience. When assignments are made by a person other than the student's faculty advisor, the advisor should be consulted before the student's direct experience assign- ments are made. The purpose of the assignment is best ac- complished when the length of time is flexible in terms of the student need, when provision is made for continuity of study in a given situation, and when the time period is long enough for the student to observe and understand the reactionsof the peOple with whom he is working to his own presence and influence among them. The most effective implementation of supervisory guidance requires that data relative to the student's need be shared with.the minister or other supervisory official of the agency prior to the actual performance of the as- signment. 8. The evaluation of Christian service training is implemented most effectively (a) when it is validated in 130 terms of its contribution to the develOpment of competen- cies needed by a.beginning:minister; (b) when the work of the Bible colleges and that of the agencies providing the direct experiences are recognised as differing in type rather than in quality or extent; (c) when the instructional load of the staff members responsible for Christian service training permits working with the students in direct ex- perience situations; and (d) when teachers responsible for Christian service supervision have prOper professional training and orientation for their responsibilities in this area. . 9. Integration of Christian service training with the total ministerial curriculum is implemented most fully (a) when the faculty sees direct experience as one phase of the total educational program devoted to the student's develOpment in terms of his personal growth and vocational skills; (b) when methods classes accompany direct experience assignments so that students are being instructed as they go out in Christian service; (c) when there are sufficient con- trols to maintain a wholesome balance between study and direct experience; and (d) when an efficient system of evaluating and recording Christian service activities is maintained. These statements indicate that each type of Chris- tian service activity is most effective when it is prOperly 131 correlated with the corresponding instructional course. The entire Bible college faculty, or at least a large part of it, thus becomes involved in direct experience training. For example, direct experiences in preaching, Sunday School teaching and administration, directing public worship, church.administration, music, radio broadcasting, and evan- gelism.should be at least partially supervised and largely evaluated by the teachers of the respectively corresponding courses. ‘ In the cases of the marriage ceremony, funerals, and the sacraments no Opportunity for direct experience is Open to the student, for these are performed in nearly all de- nominations by ordained clergymen only. PrOper training in these cases can be effected by a combination of class in- struction and critical observation of real life situations which.aey be reported in written fomm and analysed in the light of classroom theory. A further implication of this approach to curricular integration is that the person, office or department most largely responsible for Christian service becomes prhmarily a clearing house and coordinating element for Christian service activities. Within its sphere of influence the faculty, the students and the agencies served find common meeting ground. Here, too, the faculty and the agency Of- ficials collaborate in planning assignments and in 132 evaluating the experiences gained therefrom. 10. Training in pastoral counseling is best implee mented by a combination of prOper course instruction and a period of supervised experience in a clinical situation. Inherent in this suggestion is the necessity of adequate courses in psychology, counseling and guidance. Clinical training of best quality where students may gain experience workinngith the physically, emotionally and.mentally ill is of the type represented by institutions like the Council for Clinical Pastoral Training, The Institute for Pastoral Care, and The Institute of Religion at Texas Medical Center. Currently these institutes are Operated primarily for ben-‘ efit of ministerial students in the theological seminaries. A vital contribution to ministerial education would be the admission of Bible college students to this type of train- ing. Efforts to this end by the Accrediting Association of Bible Colleges and its member schools should be initiated as early as possible. The extreme limitations existent because of the scarcity of such clinical facilities indicate that other sources of direct experience in pastoral counseling must be sought by the Bible colleges. Some of the suggested pos- sibilities include visitation programs in hospitals, homes for the aged, convalescent homes, and other institutions as well as work with community agencies and as counselors in 133 summer camps. Supervision and evaluation in these situa- tions become quite difficult but are nevertheless crucial to the student's educational growth and develOpment. 11. Plans for improvement of Christian service training programs should be made in the light of the direct experiences of the medical schools, teachers colleges and theological seminaries. Bible college administrators and faculties may well profit from the examples of these other professional schools particularly in the areas of organ- isational structure and administration of the programs, frequency of participation, faculty supervision_and control and curricular integration of direct experience. 12. Study and evaluation of Christian service train- ing is best implemented when major attention is given to the characteristics of a good program.as listed in the sixth con- clusion of this study on page 122. The most vital characteristic in terms of educational significance is suggested by the words, "a guided experi- ence.’ It is important that adequate supervision be pro- vided. Adequacy, in turn, involves an understanding of how much and.what kind of supervision, by whom.and for what pur- pose. A.three-fold implication necessarily follows involv- ing trustees, administrators and faculty. Funds for con- ducting an adequate Christian service training program, par- ticularly for supplying adequate supervisory personnel, are 13h the responsibility of the board of trustees and should be included in the Operational budget. It is the duty of the administration to suggest ways and means of providing the necessary funds, to secure the supervisory personnel and, in cOOperation_with the faculty, to organize and Operate an effective program. The faculty members who fill ther supervisory positions should have prOper professional train- ing and background. The faculty as a whole must see Chris- tian service training as a vital part of education for the ministry in order for it to be prOperly implemented as edu- cational value to the student. 13. Basic uniformity among the accredited Bible col- leges relative to evaluation of direct experience is best implemented through adoptionof an adequate criteria for Christian service by the Accrediting Association of Bible Colleges. Such criteria should be minimal, dealing only , with those aspects in which essential uniformity is needed, leaving each member school free to develOp its program.in keeping with its own unique situation. Essential to a satisfactory criteria are definition of Christian service training with its purpose and objectives: and minimum re- quirements relative to integration with curriculum, faculty supervision, organisation and.administration, academic evaluation, and reports and records. 135 IMPLICATIONS son mama RESEARCH One of the difficulties early apparent in the present research was that it endeavored to cover a wide range of in- terests in a new field. Justification for the present study lies at least partly in the fact that this is the first re- search.known to deal directly with this field of interest. It was the judgment of this investigator that a general overall picture of Bible college Christian service training should be presented in a foundational approach which would be of value to Bible college personnel and others in con- nection with planning, develOpment, and improvement of such training programs, and as a starting point for further research. In the Opinion of the present investigator additional research is needed as follows: 1. There is need for a comprehensive study of Bible college philosOphy. If the existence of such schools as a special type of educational institution is to be justified it must be in harmony with their particular educational principles. Such.research should be conducted by an inves- tigator with a rich background of educational philosophy and practice. The distinction between the Bible college and two other institutions, the seminary and the Christian liberal arts college, is due for clarification and justification. 136 2. One of the most strategic areas in service train- ing appears to be that of curricular integration. There is real need for further research in this area. 3. Supervision is a crucial area. A study of cur- rent practices, the basic principles upon which these prac- tices Operate, the qualifications of supervisory personnel, and the areas of apparent strengths and weaknesses is due intensive study by thoroughly trained research personnel. h. A comparative study of practical training by the Bible colleges and the theological seminaries should pro- vide valuable contributions to the field of professional education for the ministry. Such a study should be made by an investigator familiar with both types of institutions. 5. There appears real need for further study of Christian service activities as orientation for the min- istry. Throughout the discussion of this point it has ap- peared as an assumption on the parts of both deans and grad- uates that service activities did provide orientation. There has been little, however, to explain how such orienta- tion was brought about. Neither has there been.much evidence that any particular type of Christian service provided. orientation for any particular problem of the ministry. 1| . 1.50.?! SMNI ..'_ BIBLIOGRAPHY 138 The Advisory and Editorial Committee on Bar Examinations and Admissions to the Bar, James E. Brenner, consultant,'§g£ Examinations and Requirements for Admission to the Egg. n. p., California: Shepard‘s'CItatIons, I952:'-E§8 pp. American Association of Colleges for Teacher Education, Ninth Yearbook 1256. Oneonta, New York: AACTE, 1956. 207 pp. American.Association of Collegiate Registrars and Admission Officers, Report gf Credit Given b Educational Insti- tutions, Iowa ty, Iowa: I957, 8; pp. Baxter, Richard, The Reformed Pastor. New York: American Tract Society, I855. 555 pp. Bills, Robert E., About People and Teaching. Bulletin of the Bureau of SchOOI Service, Co ege of Education, University of Kentucky. Lexington: Vol. XXVTII, No. 2, December 1955. 78 pp. Blackwood, Andrew, Pastoral Work. Philadelphia: The West- minister Press, I9K5. 252 pp. Boisen, Anton T., Problems ig_Religion and Life. New York: Abingdon-Cokesbury Press, . 59 pp. Boon, Harold‘W., "The DevelOpment of the Bible College or Institute in the United States and Canada Since 1880 and Its Relationship to the Field of Theological Educa- tion in America." Unpublished Doctor's thesis, New YOrk University, 1950. 20h pp. Bower, William.Clavton, The Curriculum.g£'Reli ious Educa- tion. New York: CharIes Scribner's Sons, I955. 283 pp. Brightman, Edgar Sheffield, A Philosthy 22 Religion. New York: Prentice-Hall, 19K'. 39 pp. Brown, Kenneth IFV1n§fl Not Minds Alone. New YOrk: Harper and Brothers, 19 . 205 pp. _ Burt, Edwin A., Types of Reli ious PhilosOphy. New YOrk: Harper and Brothers, I939. BIZ pp. Burton, William H., The Nature and Direction of Learning. New'York: D. Appleton-Century, I929. 393—pp. Butler, J. Donald, Four Philosophies and Their Practice in Education and ReIIgion. ‘New York: Harper and Brothers, I. 139 Cabot, Richard C., and Russell L. Dicks, The Art 2; Minis- tering‘tg the Sick. New York: MacmiIIEn Company, I936. PP. Clark, Charles E., An Introduction 33 Statistic. New York John Wiley and San—Es. §§."'266 pp. "Clinical Pastoral Training as a Religious Experience," The Journal 2:,Pastoral Care, 5:31-35, Spring, 1951. Calvin Stephen Sheldon, The Learnin Process. New York: Maémillan Company, 1913‘. "3’36'p""p£. """"'" Commission on Teacher Education, The Improvement of Teacher Education. Washington: .AmerIcan_COuncil on EducatIon, e 3 pp. The Claims and Opportunities of the Christian Minist , John REIEIgh.Mott: editor, ‘New York: Young Men's Christian Association, 1911. 156 pp. _ "Criteria for Christian Service." Unpublished Committee re- port to be presented to the meeting of the Accrediting Association of Bible Colleges, Chicago, Illinois, October, 1959. 2 pp. Cubberley, Ellwood Patterson, Public Education in the United States. Cambridge, Massacfiusett : Roughton MIfflIn cmurmur. 193b,. 782 pp- Deitrick, John E., and Robert C. Berson, Medical Schools ig the United States at Mid-Cent . New York: McGraw- MWComp any ,193W5u-ngo , Davis, Robert A., Ps cholo gg’Learning. New York: McGraw- Hill. 1935. ' ABEL—app. Dick, Russell L., Pastoral Work and Pastoral Counseling. New York: MacMillan Company, I9E5. 230 pp. Duewel, Wesley Luelf,.”Supervision of Field Work in American Protestant Theological Seminaries.” Unpublished Doctor's thesis, University of Cincinnati, 1952. Bun pp. Dunsmoor, Clarence C., and Leonard M. Miller, Principles and Methods of Guidance for Teachers. Scranton,'PennsylvanIa: InternatIOnaI TextEOOE—Company, 19h9. 399 pp. The Education of Teachers, David M. Trout, editor. Lansing, Michigan: -Michigan COOperative Teacher Education Study 19MB. 200 pp. lho Edwards, Richard Henry, A_Person-Minded Ministry. New York: Abingdon-Cokesbury Press, 1950. 253 pp. Emerton, Ephrahm, Learnin ”and Livin . Cambridge: Harvard University Press, I92I. §23 pp. Encyc10pedia of Educational Research Walter S. Monroe, editor. NEwIYbrk: MacMIIIan Company, 1950. Fairbairn, Andrew Martin, The Philoso h g; the Christian Religion. New York: MacM an, 7. 338'pp. "Field Work Policy for Theological Students," Christian Education, 27:2hl-h3, June, 19hh. Fisher, Welthy Honsinger, HandboOk for Ministers' Wives. Woman's Press, 1950. I35 pp. Fleming, W. 8., God in Our Public SchOols. Pittsburgh: National Reform.I§socIatI0n, 1957. 2h8 pp. Flowers, John G., and others, School and Community Leb- oratory Experiences in TeacHer Educatibn. Oneonta, New York: American Association of Teachers Colleges, l9h8. Foster, F. 0., "Field Work and Its Relation to the Curricu- lum of Theological Seminaries," Unpublished Doctor's thesis, Columbia University, New York, 1932. 103 pp. Hahn, Walter, "Current Practices and Problems in Student Teaching," The Journal of Teacher Education, 2:118- 21, June, 1951. Hartshorne, Hugh, and Milton C. Froyd, Theological Educa- tion in the Northern Baptist ConventIOn: 'A Survey. PEIIthlphia, Judson Press, 19E5. 2E2 pp. Hildreth, Gertrude, "The Role of Experiential Learning in the Education of Teachers," The Journal pg Teacher Education, 2:183, September, 193I} Hill, George E., and others, Improving Teacher Education Throu h Inter-College Coo eration. Dfibuque, Iowa: WE. C. Brown Company, 156%. 235 pp. Hiltner, Seward, Pastoral Counselipg. New York: Abingdon- Cokesbury Press, l9u9. 291 pp. , Preface to Pastoral Theology. New York: Abingdon- o esbury Press, 1958. 2&0 pp. (C 1&1 Hague, Wilson Thames, A Handbook of Homiletics and Pas- toral Theolo . Winona Lake,_Tndiana: Free—Methodist Publishing House, 19h9. hSh pp. Hulme, William E., Counselin and Theology. Philadelphia: Muhlenberg Press, 1956. 250 pp. Hylep, Ralph Douglass, "The Right Men for the Ministry,” Religious Education, u0:3-5, January-February, 19h5. Institute of Social and Religious Research, The Education QEDAmerican.Ministers. u Vols.; New York: The Insti- tute 0? Social and Religious Research, l93h. Jefferson, Charles E., The Minister Ag Shepherd. New York: Crowell, 1912. 229 pp. Kelly, Robert L., Theolo ical Education ig_America. New York: George H. Doran Company,fil92h. H55 pp. Keyser, Leander, The PhilosOphy of Christianit . Burling- ton, Iowa: Lutheran Literary Board, 1928. 266 pp.‘ Lodge, Rupert C., Philoso h QEDEducation. New York: Harper and Bro ers, 7. 350 pp. Manual of the Accrediting Association g§ Bible Institutes and-Bible Colleges. Providence,“Rhode Island: 1955. E0 PP. McGeoch, John A., The Psychology 3; Human Learnin . New York: Longmans, Green and COmpany, I956. 59% pp. Moon, George R., How 22.Become A Doctor. New Yerk: McGraw- Hill Book Company, 1950. 131 pp. Morgan, Carl Hamilton, The Status 23 Field Work in Protes- tant Theological Seminaries of the United States. Philadelphia: Uniyersity of-Pennsylvania, I9H2. 123 pp. National Commission on Teacher Education and Professional Standards, The Education 35 Teachers: New Perspectives. Washington: NationaIPEducation Association,l958. 399 pp. National Commission on Teacher Education and Professional Standards, Teacher Education: The Decade Ahead. Wash- ington: National'Education Association, 1955. 363 pp. is. .l'lrii . i. 1112 Stiles, Lindley J., "Internship for Prospective High School Teachers Being Trained in Universities," Journal 9; Educational Research, 39:66h-67, May, 19h6. Stone, Mason 5., "The First Normal School in America," Teachers College Record, 2h:263-71, May, 1923. Watson, John, The Cure 33 Souls. New York: Dodd, Mead and Company, 1393. 301 pp. Weisketten, Herman G. and others, Medical Educatiog_in the United States 19gé-39. Chicago: American Medical-As- sociation, 19h0. Whitman, Howard, "New Horizons for Ybur Pastor,” Women's Home Companion, 7h:32-33, 109, 111, November, I9E7. Wieman, Henry Nelson, and Bernard Eugene Meland, American Philosoghies g£_Reli ion. Chicago: Willett, Clark and CEmpany, 1936. 370 pp. Witmer, Safara A., The Accrediting Association of Bible Colleges Looks Ferward. Providence,’Rhode Island: The AccreditingfiAssociation of Bible Colleges, 1957. 1h pp- , "Report on Christian Service Training in the Schools of AABC." Unpublished report read before the annual meeting of the Accrediting Association of Bible Colleges, Chicago, Illinois, October 30, 1958. 8 pp. '__:_‘ APPENDIX A LIST OF man-on ACCREDITED BIBLE COLLEGES INCLUDED I! TEE STUD! 1&3 ACCREDITED BIBLE COLLEGES gm Colleg, Lsusa, California. _B__i_b_l_e_ Iggtitute 9; £0; BBQ—91a Les insoles, California. smug w. W Springfield, Missouri. Chioggo Meligtig gltitnte, University Park, Iowa. Cola-big E32}... Collegg, Cola-bis, South Carolina. Detroit .3121: Iggutute, Detroit, Michigan. _la_gtern m Colleg, Allentown, Pennsylvania. Port IE3... Bible Collegg, Fort Wayne, Indiana. Grace Bible Institute, Omaha, lebraska. Kansg 0151 Bible. «11.53. Kansas City, nissouri. M 391. Imtitnte, Lincoln, Illinois. alone Collen, Canton, Ohio. m Bible Collen , Manhattan, Kansas. mania Brethren.” College, Uinnipeg, Manitoba, Canada. mum: 0.11.32. Grantham, Pennsylvania. Milanese” 29.14 College, Minneapolis, linnesota. m §_i_b_l_e_ Infiitnte, Chicago, Illinois. mum m _._:_ _th_9_ 22;... Portland, Oregon. lorthwest m College, Seattle, Washington. hack Higsioflz Collegg, lyaok, lew York. Owosso Bible Cells , Owosso, Michigan. ledelpgia Bible Institute, Philadelphia,.l’ennsylvania. Piedmont Bibg Colle , iinston aslen, lorth Carolina. /‘ 1M; WW 21.—b1- Qsmss. hoddonoo. Rhoda I e £1. {gal Bible 2214.39,, St. Paul, Hinnesota. M'Biblg Colle , San Francisco, California. South-Eastern ngle Colle“, hkeland, Florida. mthorn Calgogga Biblg College, Costa Iesa, California. Southwestem Bible Qatitnte, Usuhachie, Texas. Toccog ml; latitute, Toccoa Falls, Georgia. Heglezan Homage: 0.11.33. Central, South Carolina. .0 APPENDIX B COPY 0? TE! QUESTIONNAIRE SUBHIT'I'ID 1'0 TE! ms AID m 1951 AND 1956 MINISTERIAL GRADUA'ES 01" ACCREDITED BIBLE COLLNES lh6 A STUDY 0? CHRISTIAN SERVICE TRAINING FOR MINISTERIAL STUDENTS IN'LCCREDIIED'BIBLE COLLEGES PART I. m1: mammal Year of graduation from Bible college: 195— Hhat diploma or degree did you receive? How nany years have you served as pastor? __ PART II. CHECK-LIST or canxsmn snavIcs acrmms Instructions: 1. Indicate each type of Christian service activity in which you participated while you were a student in Bible college by checking oolusm 1. Please write in any additional activities not listed here. 2. Indicate which you consider the most valuable and least valuable activities by checking either col- unn 2 or column 3*. 3. In calm I; check those activites which were re- quired for graduation. w . . 3. T. Type of Christian Service oat Least Required for g A. alue *Yalue gaduation ‘ l. Accoupanyist in church gusic 2, Anoricanisation work ‘ v Assistant astorate &. Band or orchEstra “— membership 5, Choir leadigg 6, Choir mnbergQip .s._ H I \_ A ‘L, . D s 5’4 g- I » w -‘n - . .... r C . l . ' ' e Q. h -~ s . _ . s .4 o ._._ e 4 m.—.- as. A 6 1 \ '.‘- . . t.) s e - ‘ . . - - Q. 3.. .3 . ‘N“A( 1h? Type of Christian Service . Host 1..an ...._. ...... _.---..._.-_,-‘..-- n-..---..-.~.._—.~ e e7 e « 0* r'- 3' r ' I" Ir,.‘ 3".- ‘l v «'v" w" r‘ ,. min ....._i.,._._--...'.a..JL_..- - - - L .1--‘.- . -1L— -1 -- _....__—~_.._.—.}_.. ---_4, L... - -...-- - ~~ - --- -~ -qh.--m.. 4—...» , PM.-. ~+~-- wen-n+4»-.. z.‘ -_._..... a”.-- .JL..._._..........4 7 ‘ L..-- .4--- - - -.4_......._..+_ -_._.....1 . - ,1. t . “-1..-“ .-_{_V__---.1 ; f” “" " r----s- _ . rm -- ~- ‘-—~-4~r~*--—»‘~1r--- Pl- --- ”an"..- “.41....” - -.¥_~-< go V qu'qL'a am a 1:... h—o-o-a- . __!,.,dr‘ _ , i .- . 1&8 Types of Christian . Mogt Least -e—. 1 1M9 PART III CHECK-LIST OF PROBLEMS CONFRONTED IN THE PASTORATE Instructions: Below is a list of roblens net in the pas- torate by a selected group of 19513 and 1956 Bible college graduates. 1. Add to this list any other serious problem you have not in your pastorate. 2. In column 1 check the main problems (not more than 10) that you have met in your pastorate. 3. In column 2 write in the item number from Part II of the Christian service activity which has been of most value to you in neeting and solving each problem you checked. T. T. hablens Confronted in Pastorate Main Most helpful rablons Christian service jget 1, Fund raisig 2, Building Ragga: Securi ualified workers &. Increasing efficiency a? Iay staff ‘ 5. Fwidfng adequate social activities 6, Counteracting naterialisn _ z, Hinisterigg to sick 8 , Death %, Hones divided religausly . aapera on w a or churcheL ll Holdi outh in the church 12. fining wItE emotional conflicts 9" o O n l . m ~ ‘ * , .. - -. ,. - e. 6 . - . - ~au .-.. _ , e .~ . - , -‘-,L_-—‘__f.qi .o-.- --- 150 ‘ fie 1e Problems Confronted in Pastorate Main Most helpful problems Christian service get 13, Marital problems . ve apmen a church 1 a1 15. ngififatfan of personal soul winni_n_g l6 Doctrinal roblems 17. Personal agns In Hves a? church members 18, Budggtgg time 12, Reverence for the Sabbath 20, Worldly amusements 21 Effective sermon delive 22. Cooperation within 553 church 23, Church "bosses" . ersana co cts among members . 0 ans in church organ- isatian and administration 26 Sex education 2'7. IIchHsm among church families 28, Publicin and advertising . equate tra n ng n pas toral counsel igg 104 L 1.2,. 33;.“ 3.4; 254i APPENDIX C COPIES OF LINES ACCOMPANYING QUESTIONNAIRE TO DEANS AND GRADUARS 152 OHOSSO BIBLE COMB Owosso, Michigan Office of the President November 30, 1957 Bear Bible College Graduate: Will you do me a favor? For a doctoral research project at Michigan State Universi I am seeking to determine and evaluate the extent of hristian service activities of ministerial students in accredited Bible colleges. this is impossible without your help. hclased is a check-list ef ace of the different types of Christian service activities and problems confronted in the pastorate. Your cooperation in filling out this check-list will mean so much to this study. Will you not please re- turn it to me in the enclosed prepaid envelope by or before December 20, 1957? For your kindness and cooperation I . sincerely grateful. bank you very much i Sincerely your brother, 0th J‘ s an %, mm...‘ ’ 0J:fr hclasures a! NEE-.1. ode. ,V j I» A 153 owosso slats cam Owosso, Michigan Office or the President November 30. 1957 Dear Dean : For my doctoral research at Michigan State University I am making a study of "Christian Service Training for Minister- ial Students in Accredited Bible Colleges." My immediate objective is two-fold: (1) to determine the types of Chris- tian service activities, engaged in by ministerial students, and ( 2) to discover the comparative value which the college deans place upon each such type of activity. This is impos- sible without your help. Please help me by doing the fol- lowing things with the enclosed check-list of sue of the different types of Christian service activities: l. In Part II, Calm 1, indicate by check mark each type of Christian service activity now engaged in by ministerial students at your college. Write in any additional activities not listed here. 2. In Column 2, please check the items which you think are of magtvalg. - 3. In Column 3, check the items. which you think are of least value. 1;. In Part III, Column 1, please check at least 5, but not more than 10, of the main oblem which you think the Bible college We confront in the pastorate. S. In Part III, Column. 2, after each item you have ’ checked, please give the type of Christian service activity which you think would be ma t helpgul in preparing the pastor to solve that pro'b em. on may indicate your opinion by writing in the item numbrer fru the Types of Christian Service listed in art II. . 6. 0n the b... .14. of this mu:- uu you please give 151+ me the following information: a brief description of the Christian service program of your college, espe- cially (a) how the types of activity are selected or assigned to the student, (b) the type of faculty supervision and (c) the type and extent of integra- tion of the program with the curriculum of the min- isterial students. Your cooperation in filling out this check-list will mean so much to this study. Bill you not please return it to me in th; enclosed prepaid envelope by or before December 20, 19 7? For your kindness and cooperation I am sincerely grateful. Thank you very much. Sincerely your brother, 0tha Jo (8} a gs, President OJ :fr Enclosures a. PK. . .a.._... .a..v”t v. . . - - stash, , . .55? 4 3:35.73 3‘3“) n C? 7/1/7/(3 ,7