Mg manual

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2002 Edition
General Conference Youth Ministries Department

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Introduction
You now hold in your hands Part One of the most current leadership development program
for youth ministry in the Seventh-day Adventist Church. This concept uses the Master
Guide as the foundation for youth ministry leadership, then builds two levels of continuing
education that will help keep youth leaders sharp, up-to-date and focused on why we are in
this business anyway.
Part One-- Master Guide
This continues to be the highest level of leadership within the Adventurer/ Pathfinder
programs of the church. It focuses on one’s personal spiritual life and growth first and
foremost. General leadership skills are then woven into the sharpening of those skills,
which are specifically geared to leading youth in God-ordained areas of development:
understanding God’s world of nature, outreach ministry, service to others and a life-style
that denotes healthy living.
As one church leader of the past put it so simply: “You can’t teach what you don’t know,
and you can’t lead where you won’t go.” As leaders we must not only be good at spouting
theory if we expect to see success with our youth ministry; we must live what we preach
and demonstrate it.
Part Two-- Pathfinder Leadership Award (PLA)
Once the Master Guide level has been completed, most leaders feel they “have arrived” and
now have the necessary tools to properly guide their youth through the varied programs the
church has for its youth. This feeling of adequacy may last a short time or for quite awhile,
but sooner or later one begins to sense that unnecessary mistakes are being made, that the
world continues, but somehow “I got left behind.” Also, in many areas of the world there
are now in place laws that require continuing education on the part of anyone who works
with young people, be they paid employees or volunteers. Generally, this expected
continuing education can be in the form of youth-related workshops/seminars to be
attended on a periodic basis.
There is also a growing group of persons who have put in many years of service to local
clubs and are now being asked to share those years of experience and expertise with other
clubs as “Area Coordinators” (or other similar titles). It becomes easy for these people to
begin living in the past and get out-of-touch with the realities of the present. Getting out-
of-touch is even easier for church-paid employees– namely, youth department directors– at
all levels, from local fields to the General Conference.
The purpose of this level of continuing education is to 1) continue equipping leaders for a
sharper Pathfinder ministry, and 2) enable those who are finding themselves removed from
reality to keep pace. Again, there is a refocus on personal spiritual growth, which must be
a never-ending upward path. There are several seminars of advanced-level leadership
development and opportunity for practical application of lessons learned.

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Part Three-- Advanced Pathfinder Leadership Award (APLA)
(Pathfinder Instructor Award– PIA)
This level is heavy on training the trainers– Area Coordinators and others who will be
involved in helping local club leadership be as focused and sharp as possible. Persons who
attempt this level must be approved by the local conference/field youth department, which
would imply that these persons are already living exemplary Seventh-day Adventist
Christian lives. They qualify as true role models in their daily living, in leadership and in
all Pathfinder-related skills. The skills learned during this level of continuing education
will enable the candidate to clearly present the very best of knowledge in the very best of
ways so that club leadership will gain the maximum benefit-- implying, therefore, that the
children receiving the actual development process might truly become the very best youth
in the world. It should be true indeed at every investiture that “these symbols presented
represent the very highest ideals of the Seventh-day Adventist Church for its youth.”
Parts Two and Three are available at the same source from which you obtained this
manual. So, now, welcome to the Master Guide Class and life-style– enjoy the avenues of
learning and discovery ahead, and may God bless you as you travel forward.
General Conference Youth Ministry, 2002

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Table of Contents by Requirement
Requirement Page
I. Prerequisites 5-6
1. Be at least 16 years of age. 5
2. Be a baptized member of the Seventh-day Adventist Church. 5
3. Complete a Basic Staff Training Course in one of the following:
a. Adventurer Ministries
b. Pathfinder Ministries
c. Youth Ministries 5
II. Spiritual Development 7-39
1. Read the book Steps to Christ. 7
2. Complete the devotional guide Encounter Series I, Christ the Way,
or a Bible Year plan. 7
3. Keep a devotional journal for at least four weeks, summarizing what
you read each day. 14
4. Demonstrate your knowledge of the 27 Fundamental Beliefs by
completing one of the following: 14
a. Write a paper explaining at least 15 of the beliefs.
b. Give an oral presentation on at least 15 of the beliefs.
c. Give a series of Bible studies covering at least 15 of the beliefs.
d. Conduct a seminar series teaching at least 15 of the beliefs.
5. Enhance your knowledge of church heritage by completing the
following:
a. Reading The Pathfinder Story 21
b. Earning the Adventist Church Heritage Award 21
c. Reading a book on some aspect of church heritage 39
III. Skills Development 40-105
1. Attend and complete a two-hour seminar in each of the following
areas:
a. Leadership skills 40
b. Communication skills 55
c. Creativity and resource development 69
d. Child and youth evangelism 86

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2. Have or earn the following honors:
a. Christian Storytelling 99
b. Camping Skills II 100
3. Earn two additional honors of your choice not previously earned. 103
4. Hold a current Red Cross First Aid and Safety certificate or
its equivalent. 104
5. Supervise participants through either an Adventurer Class or
Pathfinder Class curriculum or teach a Sabbath School class
for at least one quarter. 105
IV. Child Development 105-108
1. Read the book Education. 105
2. Read at least one additional book on child development or attend a
three-hour seminar dealing with child development within the
age group of your chosen ministry. 105
V. Leadership Development 108-112
1. Read a current book on your choice of topic under the general
category of Leadership Skill Development. 108
2. Demonstrate your leadership skills by doing the following:
a. Develop and conduct three worships. 108
b. Participate in a leadership role with your local church
children’s/youth group in a conference sponsored event. 109
c. Teach three Adventurer Awards or two Pathfinder Honors. 109
d. Assist in planning and leading a field trip for a group of
Adventurers, Pathfinders or Sabbath School class. 109
e. Be an active Adventurer, Pathfinder, Youth Club, Sabbath
School or AY Society staff member for at least one year
and attend at least 75% of all staff meetings. 109
3. Identify three current roles in your life, at least one of which is
spiritually oriented, and list three goals or objectives
for each. 109
VI. Fitness Life-style Development 113-114
Participate in a personal physical fitness plan for a minimum of three
months, and evaluate any level of improvement of physical
condition. 113
Requirement Completion Control 116

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Master Guide Curriculum Resource
The Master Guide is designed primarily for those who wish to become actively involved in
youth ministry for their local church. Persons of any age who meet the designated
prerequisites and who have that desire to serve in youth ministry may participate in the
program. Participants are required to complete this course within three years of the
commencement date. Requirements with completion signatures that are more than three
years old must be re-done.
Objectives
To provide opportunities for participants to develop an awareness of the role of child/youth
leadership and become better prepared to accept this role by receiving training in:
Personal and Spiritual Growth
Skills Development
Leadership Development
Fitness Life-style Development
I. Prerequisites
1. Be at least 16 years of age.
While most who participate in the Master Guide program are young adults, this course is a
natural sequence to the Guide class. Therefore, it is open to those of age 16 who have
found fulfillment in the Pathfinder classes and wish to continue developing their skills and
interests as club staff through a Teen Leadership Training or similar program.
2. Be a baptized member of the Seventh-day Adventist Church.
The Master Guide curriculum is a major recognition of church youth leadership; therefore,
it is expected that all participants will not only be baptized members of the church, but will
also model a viable, dynamic life-style exemplifying the best of church standards. While
baptism may be the visible, measurable fulfillment of this prerequisite, a clear reflection of
Christ in the life of the participant is the ultimate objective.
3. Complete a Basic Staff Training Course in one of the following:
c. Youth Ministries

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This may be the moment to preselect the focus of the participant’s ministry for the youth of
the church. Each of these ministries has basic courses designed for a person beginning a
specific track with little or no previous knowledge or experience. There are, on occasion,
new programs being developed, and the participant would be wise to consult the local field
(conference/mission) Youth Department for additional options, as well as scheduling of
special weekends that focus on these courses. For example, the Pathfinder Staff Training
Course focuses 10 hours of specialized seminars on the following topics:
History, Philosophy and Purpose of the Pathfinder Club
Understanding the Pathfinder
Club Leadership
Club Organization
Club Programming and Planning
Outreach Ministry
Teaching the Pathfinder Curriculum
Camping and Outdoor Education
Drill and Ceremonies
Teen Leadership Training
Relationship to Adventurer Ministries
Notes and Training Schedules:

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II. Spiritual Development
1. Read the book Steps to Christ.
This little book, now translated into over 150 languages (more than any other book in
history except the Bible), outlines very simple and clearly the process of discipleship-
salvation. Salvation is one of the two key words to youth ministry, the other being Service.
It is very important to have a good practical understanding of what salvation is, means and
how it is obtained.
2. Complete the devotional guide Encounter Series I, Christ the Way, or a Bible Year
plan.
The Encounter Series is a set of four small leaflets that provide a yearly devotional study
guide of the Bible and an accompanying part of the Conflict of the Ages set of E. G. White
books, which serve as a commentary. The complete series is available from your field
(conference/mission) Youth Department. The year corresponding to this requirement is
reproduced on the following pages for your use. There are also several different plans
available for reading the Bible through over the course of one year.
Notes:

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Encounter Series I: Christ The Way
January
1. Mark 1:1; Luke 1
2. John 1:1-14
3. DA 19-21
4. DA 22-24
5. DA 25, 26
6. DA 27, 28
7. DA 29, 30
8. Matt. 1:1-17
9. Luke 3:23-38; DA 31,32
10. DA 33-35
11. DA 36-38
12. Matt. 1:18-25; DA 43,44
13. Luke 2:1-21
14. DA 47-49
15. Luke 2:22-38; DA 50, 51
16. DA 52, 55
17. DA 56-58
18. Matt. 2:1-23; Luke 2:39, 40
19. DA 59-62
20. DA 63, 64
21. DA 65-67
22. DA 68-70
23. DA 71, 72
24. DA 73, 74
25. Luke 2:41-52; DA 75, 76
26. DA 77-79
27. DA 80, 81
28. DA 82, 83
29. DA 84-86
30. DA 87-89
31. DA 90-92;
Luke 1:5-23, 57-80
February
1. Matt. 3:1-12; Mark 1:1-8
2. Luke 3:1-18; DA 97
3. DA 98-100
4. DA 101,102
5. DA 103-105
6. DA 106-108
7. Matt. 3:13-17; Mark 1:9-11
Luke 3:21, 22; DA 109, 110
8. DA 111-113
9. Matt. 4:1-11; Mark 1:12, 13
10. Luke 4:1-13; DA 114, 115
11. DA 116-118
12. DA 119-121
13. DA 122, 123
14. DA 124-126
15. DA 129-131
16. John 1:15-51; DA 132
17. DA 133-135
18. DA 136, 137
19. DA 138-140
20. DA 141-143
21. John 2:1-12; DA 144-146
22. DA 147-149
23. DA 150-153
24. John 2:13-25; DA 154, 155
25. DA 156-158
26. DA 161-163
27. DA 164-166
28. John 3:1-22; DA 167, 168
Note: DA is the standard symbol used for the book Desire of Ages.

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March
1. DA 171-173
2. DA 174-177
3. John 3:23-36; DA 178, 179
4. DA 180-182
5. DA 183, 184; John 4:1-42
6. DA 187-189
7. DA 190-192
8. DA 193-195
9. Matt. 4:23-25; Luke 4:14, 15
John 4:43-54; DA 196,197
10. DA 198-200
11. John 5; DA 201
12. DA 202-204
13. DA 205-207
14. DA 208-210
15. DA 211-213
16. Matt. 11:1-27; Luke 7:18-35
17. Matt. 14:1-12; Luke 3:19, 20
DA 214-216
18. Mark 6:14-29
19. DA 217-219
20. DA 220-222
21. DA 223-225
22. Mark 1: 14, 15; DA 231, 232
23. DA 233-235
24. Matt. 13:53-58; Mark 6:1-6
DA 236, 237
25. Luke 4:16-30
26. DA 238-240
27. DA 241-243
28. Matt. 4:18-22; Mark 1:16-20
DA 244, 245
29. Luke 5:1-11
30. DA 246-251
31. Matt. 4:12-17; Mark 1:21-39
April
1. Luke 4:31-44; DA 252, 253
2. Matt. 8:14-17; DA 254-256
3. DA 257-259
4. DA 260, 261
5. Matt. 8:1-4; Mark 1:40-45
DA 262
6. Luke 5:12-26
7. Matt. 9:1-8; 32-34
8. Mark 2:1-12; DA 263-265
9. DA 266-268
10. DA 269-271
11. Matt. 9:9-17; Mark 2:13-22
12. Luke 5:27-39
13. DA 272-274
14. DA 275-277
15. DA 278-280
16. Matt. 12:1-21; Mark 2:23-28
17. Luke 6:1-11; DA 281, 282
18. Mark 3:1-12; DA 283-285
19. DA 286-289
20. Matt. 8:18-22; Mark 3:13-19
21. Luke 6:12-16; DA 290, 291
22. Luke 9:57-62; DA 292-294
23. DA 295-297
24. Matt. 5
25. Matt. 6
26. Matt. 7
27. Luke 6:17-49
28. DA 298-300
29. DA 301-305
30. DA 306-308

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May
1. DA 309, 310
2. DA 311, 312
3. DA 313, 314
4. Matt. 8:5-13; DA 315, 316
5. Luke 7:1-17
6. DA 317, 318
7. DA 319, 320
8. Matt. 12:22-50
9. Mark 3:20-35; Luke 8:19-21
DA 321
10. DA 322-324
11. DA 325-327
12. Matt. 13:1-52
13. Mark 4:1-34; Luke 8:1-18
14. Matt. 11:28-30; DA 328, 329
15. DA 330-332
16. Matt. 8:23-34; Mark 4:35-41
17. Luke 8:22-39; DA 333, 334
18. Mark 5: 1-20; DA 335-337
19. DA 338, 339
20. DA 340, 341
21. Matt. 9:18-31; Mark 5:21-43
22. Luke 8: 40-56; DA 342
23. DA 343, 344
24. DA 347, 348
25. Matt. 10
26. Mark 6:7-13; Luke 9:1-6
DA 349
27. DA 350-352
28. DA 353-355
29. DA 356-358
30. Matt. 9:35-38; Mark 6:30-32
Luke 9:7-9; DA 359, 360
31. DA 361-363
June
1. Matt. 14:13-21; Mark 6:33-
44
2. Luke 9:10-17; John 6:1-13
3. DA 364, 365
4. DA 366-368
5. DA 369-371
6. Matt. 14:22-36; Mark 6:45-
56
7. John 6:14-21; DA 377
8. DA 378-380
9. DA 381, 382
10. John 6:22-65; DA 383, 384
11. DA 385-387
12. DA 388-390
13. DA 391-394
14. Matt. 15:1-20
15. Mark 7:1-23
16. DA 395-398
17. Matt. 15:21-28; Mark 7:24-
30; DA 399, 400
18. DA 401-403
19. Matt. 15:29-39; Mark 7:31-
37
20. DA 404, 405
21. Matt. 16:1-12; DA 406, 407
22. Mark 8:1-21
23. DA 408, 409
24. Mark 8:22-26; DA 410, 411
25. Matt. 16:13-28; Mark 8:27-
38
26. Luke 9:18-27; John 6:66-71
DA 412, 413
27. Mark 9:1; DA 414, 415
28. DA 416- 418
29. Matt. 17:1-8; Mark 9:2-8
Luke 9:28-36; DA 419, 420
30. DA 421-425

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July
1. Matt. 17:9-21; Mark 9:9-29
2. Luke 9:37-45; DA 426, 427
3. DA 428-431
4. Matt. 17:22-27; Luke 9:46-50
DA 432, 433
5. Mark 9:30-50
6. Matt. 18:1-35
7. DA 434-436
8. DA 437-439
9. DA 440-442
10. John 7:1-15, 37-39; DA 447,
448
11. DA 449-451
12. DA 452-454
13. John 7:16-36, 40-53
14. DA 455, 456
15. John 8:1-11; DA 457-459
16. DA 460-462
17. John 8:12-59
18. John 9
19. DA 463-465
20. DA 466-468
21. DA 469-471
22. DA 472-475
23. John 10:1-30; DA 476
24. DA 477-479
25. DA 480-484
26. Matt. 19:1-12; Luke 9:51-56
27. Mark 10:1-12; DA 485
28. Matt. 19:23-30; Mark 10:23-
31; DA 486-488
29. Luke 10:1-24
30. Matt. 20:1-19; 29-34
31. Mark 10:46-52; DA 489-493
August
1. DA 494-496
2. Luke 10:25-37; DA 497, 498
3. DA 499-503
4. DA 504, 505
5. Luke 11
6. Luke 12
7. Luke 13
8. Luke 14
9. Luke 15
10. Luke 16
11. Luke 17:1-19; 23-37
12. Luke 18:1-14, 24-30, 35-43;
19:11-28
13. Luke 17:20-22; DA 506, 507
14. DA 508-510
15. Matt. 19:13-15; Mark 10:13-
16; Luke 18:15-17; DA 511,
512
16. DA 515-517
17. Matt. 19:16-22; Mark 10:17-
22; Luke 18:18-23; DA 518
18. DA 519-523
19. Luke 10:38-42; DA 524, 525
20. John 11:1-44
21. DA 526-528
22. DA 529-533
23. DA 534-536
24. John 10:31-42; DA 537, 538
25. John 11:45-54; DA 539-542
26. Matt. 20:20-28; Mark 10:32-
45; Luke 18:31-34; DA 547,
548
27. DA 549-551
28. Luke 19:1-10; DA 552, 553
29. DA 554-556
30. Matt. 26:6-13; Mark 14:3-11
Luke 7:36-50; John 11:55-
57 DA 557
31. John 12:11; DA 558-560

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September
1. DA 563-565
2. DA 566-568
3. Matt. 21:1-11; Mark 11:1-10
4. Luke 19:29-44; John 12:12-
19; DA 569
5. DA 570-572
6. DA 575, 576
7. DA 577-579
8. Matt. 21:17-22; Mark 11:11-
14, 20-26; DA 580
9. DA 581-583
10. DA 584-588
11. Matt. 21:12-16, 23-46
12. Mark 11: 15-19, 27-33; Luke
19:45-48
13. Mark 12:1-12; DA 589-591
14. Luke 20:1-19
15. DA 592-594
16. DA 595-597
17. DA 598-600
18. Matt. 22
19. Mark 12:13-40; Luke 20:20-
47
20. DA 601-603
21. DA 604-606
22. DA 607-609
23. Matt. 23
24. Mark 12:41-44; Luke 21:1-4
DA 610, 611
25. DA 612-614
26. DA 615-617
27. DA 618-620
28. John 12:20-50; DA 621, 622
29. DA 623-626
30. Matt. 24
October
1. Mark 13
2. Luke 21:5-38; DA 627
3. DA 628-630
4. DA 631-633
5. DA 634-636
6. Matt. 25; DA 637,638
7. DA 639-641
8. Luke 22:7-13, 24-39
9. John 13:1-17; DA 642, 643
10. Matt. 26:14-16; Mark 14:17-
31; DA 644-646
11. DA 649-651
12. Matt. 26:17-35; Mark 14:12-
16
13. Luke 22:14-23; John 13:18-
30; DA 652, 653
14. DA 654-656
15. DA 659-661
16. John 13:31-38; 14
17. John 15; 16
18. John 17
19. DA 662-664
20. DA 667-669
21. DA 670-672
22. DA 673-675
23. DA 676-680
24. Matt. 26:36-56; Mark 14:32-
52
25. Luke 22:39-53; John 18:1-12
26. DA 685, 686
27. DA 687-689
28. DA 690-694
29. DA 695-697
30. Matt. 26:57-75
31. Mark 14:53-72; DA 698

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November
1. Luke 22:54-71; John 18:13-
27
2. Matt. 27:1; DA 699
3. DA 700-703
4. DA 704-706
5. DA 707, 708
6. DA 709, 710
7. DA 711-713
8. DA 714, 715
9. Matt. 26:1-5; Mark 14:1, 2
Luke 22:1-6; DA 716
10. Matt. 27:2-10; DA 717-719
11. DA 720-722
12. Matt. 27:11-31
13. Mark 15:1-20; John 18:28-40
14. Luke 23:1-25
15. John 19:1-15; DA 723, 724
16. DA 725, 726
17. DA 727-729
18. DA 730, 731
19. DA 732, 733
20. DA 734, 735
21. DA 736, 737
22. DA 738-740
23. Matt. 27:32-53; Mark 15:21-
47
24. Luke 23:26-56
25. John 19:16-42
26. DA 741-743
27. DA 744, 745
28. DA 746, 749
29. DA 750-752
30. DA 753, 754
December
1. DA 755-757
2. DA 758, 759
3. DA 760, 761
4. DA 762-764
5. DA 769, 770
6. DA 771-773
7. DA 774, 775
8. Matt. 27:54-66; DA 776-778
9. Matt. 28:2-4, 9-15; DA 779,
780
10. DA 781-785
11. DA 786, 787
12. Matt. 28:1, 5-8; John 20:1-
18; DA 788
13. Mark 16:1-14; Luke 24:1-12
14. DA 789, 790
15. DA 793, 794
16. Luke 24:13-32; DA 795, 796
17. DA 799, 800
18. Luke 24:33-49; John 20:19-
31; DA 801
19. DA 803, 804
20. DA 805, 806
21. DA 807, 808
22. John 21; DA 809, 810
23. DA 811, 812
24. DA 815-817
25. Matt. 28:16-20; Mark 16:15-
20; DA 818, 819
26. DA 820-822
27. DA 823-825
28. DA 826-828
29. Luke 24:50-53; DA 829, 830
30. DA 831, 832
31. DA 833-835

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3. Keep a devotional journal for at least four weeks, summarizing what you read
each day.
While there are some nice journals on the market that could be used, it is not necessary to
purchase one of these. The journal could be kept in a steno-pad, or you may wish to have
the fun of designing your own personalized journal. One idea of what the format might
look like is as follows:
Date:___________________ Material read:_________________________
Reflections on today’s thoughts:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
My prayer focus:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
Many have found devotional journaling so uplifting that it has become a lifelong custom.
4. Demonstrate your knowledge of the 27 Fundamental Beliefs by completing one of
the following:
a. Write a paper explaining at least 15 of the beliefs
b. Give an oral presentation on at least 15 of the beliefs
c. Give a series of Bible studies covering at least 15 of the beliefs
d. Conduct a seminar teaching at least 15 of the beliefs
The following is a brief summary of the 27 beliefs, based on the book 27 Fundamental
Beliefs of the Seventh-day Adventist Church. Another good source is The Marked Word,
by Gertrude Battle. These may be available at your local Adventist Book Center or field
(conference/mission) office.

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FUNDAMENTAL BELIEF #1...............................................................The Word of God
“The Holy Scriptures, Old and New Testaments, are the written word of God, given by
divine inspiration through holy men of God who spoke and wrote as they were moved by
the Holy Spirit. In this Word, God has committed to man the knowledge necessary for
salvation. The Holy Scriptures are the infallible revelation of His will. They are the
standard of character, the test of experience, the authoritative revealer of doctrines, and the
trustworthy record of God’s acts in history.”
FUNDAMENTAL BELIEF #2......................................................................The Godhead
“There is one God: Father, Son, and Holy Spirit, a unity of three co-eternal Persons. God
is immortal, all-powerful, all-knowing, above all and ever present. He is infinite and
beyond human comprehension, yet known through His self-revelation. He is forever
worthy of worship, adoration, and service by the whole creation.”
FUNDAMENTAL BELIEF #3...................................................................God the Father
“God the Eternal Father is the Creator, Source, Sustainer, and Sovereign of all creation. He
is just and holy, merciful and gracious, slow to anger, and abounding in steadfast love and
faithfulness. The qualities and powers exhibited in the Son and the Holy Spirit are also
revelations of the Father.”
FUNDAMENTAL BELIEF #4........................................................................God the Son
“God the Eternal Son became incarnate in Jesus Christ. Through Him all things were
created, the character of God is revealed, the salvation of humanity is accomplished, and
the world is judged. Forever truly God, He became also truly man, Jesus the Christ. He
was conceived of the Holy Spirit and born of the virgin Mary. He lived and experienced
temptation as a human being but perfectly exemplified the righteousness and love of God.
By His miracles He manifested God’s power and was attested as God’s promised Messiah.
He suffered and died voluntarily on the cross for our sins and in our place, was raised from
the dead, and ascended to minister in the heavenly sanctuary in our behalf. He will come
again in glory for the final deliverance of His people and the restoration of all things.”
FUNDAMENTAL BELIEF #5............................................................God the Holy Spirit
“God the eternal Spirit was active with the Father and the Son in Creation, incarnation, and
redemption. He inspired the writers of Scripture. He filled Christ’s life with power. He
draws and convicts human beings; and those who respond He renews and transforms into
the image of God. Sent by the Father and the Son to be always with His children, He
extends spiritual gifts to the church, empowers it to bear witness to Christ, and in harmony
with the Scriptures leads it into all truth.”
FUNDAMENTAL BELIEF #6..............................................................................Creation
“God is Creator of all things, and has revealed in Scripture the authentic account of His
creative activity. In six days the Lord made “the heaven and the earth” and all living things
upon the earth, and rested on the seventh day of that first week. Thus He established the

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Sabbath as a perpetual memorial of His completed creative work. The first man and
woman were made in the image of God as the crowning work of creation, given dominion
over the world, and charged with responsibility to care for it. When the world was finished
it was ‘very good,’ declaring the glory of God.”
FUNDAMENTAL BELIEF #7.............................................................The Nature of Man
“Man and woman were made in the image of God with individuality, the power and
freedom to think and to do. Though created free beings, each is an indivisible unity of
body, mind, and spirit, dependent upon God for life and breath and all else. When our first
parents disobeyed God, they denied their dependence upon Him and fell from their high
position under God. The image of God in them was marred and they became subject to
death. Their descendants share this fallen nature and its consequences. They are born with
weaknesses and tendencies to evil. But God in Christ reconciled the world to Himself and
by His Spirit restores in penitent mortals the image of their Maker. Created for the glory of
God, they are called to love Him and one another and to care for their environment.”
FUNDAMENTAL BELIEF #8......................................................The Great Controversy
“All humanity is now involved in a great controversy between Christ and Satan regarding
the character of God, His law, and His sovereignty over the universe. This conflict
originated in heaven when a created being, endowed with freedom of choice, in self-
exaltation became Satan, God’s adversary, and led into rebellion a portion of the angels.
He introduced the spirit of rebellion into this world when he led Adam and Eve into sin.
This human sin resulted in the distortion of the image of God in humanity, the disordering
of the created world, and its eventual devastation at the time of the worldwide flood.
Observed by the whole creation, this world became the arena of the universal conflict, out
of which the God of love will ultimately be vindicated. To assist His people in this
controversy, Christ sends the Holy Spirit and the loyal angels to guide, protect, and sustain
them in the way of salvation.”
FUNDAMENTAL BELIEF #9.....................The Life, Death, and Resurrection of Christ
“In Christ’s life of perfect obedience to God’s will, His suffering, death and resurrection,
God provided the only means of atonement for human sin, so that those who by faith
accept this atonement may have eternal life, and the whole creation may better understand
the infinite and holy love of the Creator. This perfect atonement vindicates the
righteousness of God’s law and the graciousness of His character; for it both condemns our
sins and provides for our forgiveness. The death of Christ is substitutionary and expiatory,
reconciling and transforming. The resurrection of Christ proclaims God’s triumph over the
forces of evil, and for those who accept the atonement assures their final victory over sin
and death. It declares the Lordship of Jesus Christ, before whom every knee in heaven and
on earth will bow.”
FUNDAMENTAL BELIEF #10............................................The Experience of Salvation
“In infinite love and mercy God made Christ, who knew no sin, to be sin for us, so that in

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Him we might be made the righteousness of God. Led by the Holy Spirit we sense our
need, acknowledge our sinfulness, repent of our transgressions and exercise faith in Jesus
as Lord and Christ, as Substitute and Example. This faith which receives salvation comes
through the divine power of the Word and is the gift of God’s grace. Through Christ we
are justified, adopted as God’s sons and daughters, and delivered from the lordship of sin.
Through the Spirit we are born again and sanctified; the Spirit renews our minds, writes
God’s law of love in our hearts, and we are given the power to live a holy life. Abiding in
Him we become partakers of the divine nature and have the assurance of salvation now and
in the judgment.”
FUNDAMENTAL BELIEF #11.......................................................................The Church
“The church is the community of believers who confess Jesus Christ as Lord and Saviour.
In continuity with the people of God in Old Testament times, we are called out from the
world; and we join together for worship, for fellowship, for instruction in the Word, for the
celebration of the Lord’s Supper, for service to all mankind, and for the worldwide
proclamation of the gospel. The church derives its authority from Christ, who is the
incarnate Word, and from the Scriptures, which are the written Word. The church is God’s
family; adopted by Him as children, its members live on the basis of the new covenant.
The church is the body of Christ, a community of faith of which Christ Himself is the
Head. The church is the bride for whom Christ died that He might sanctify and cleanse
her. At His return in triumph, He will present her to Himself a glorious church, the faithful
of all the ages, the purchase of His blood, not having spot or wrinkle, but holy and without
blemish.”
FUNDAMENTAL BELIEF #12..........................................The Remnant and Its Mission
“The universal church is composed of all who truly believe in Christ, but in the last days, a
time of widespread apostasy, a remnant has been called out to keep the commandments of
God and the faith of Jesus. This remnant announces the arrival of the judgment hour,
proclaims salvation through Christ, and heralds the approach of His second advent. This
proclamation is symbolized by the three angels of Revelation 14; it coincides with the work
of judgment in heaven and results in a work of repentance and reform on earth. Every
believer is called to have a personal part in this worldwide witness.”
FUNDAMENTAL BELIEF #13..............................................Unity in the Body of Christ
“The church is one body with many members, called from every nation, kindred, tongue,
and people. In Christ we are a new creation; distinctions of race, culture, learning, and
nationality, and differences between high and low, rich and poor, male and female, must
not be divisive among us. We are all equal in Christ, who by one Spirit has bonded us into
one fellowship with Him and with one another; we are to serve and be served without
partiality or reservation. Through the revelation of Jesus Christ in the Scriptures we share
the same faith and hope, and reach out in one witness to all. This unity has its source in the
oneness of the triune God, who has adopted us as His children.”

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FUNDAMENTAL BELIEF #14.............................................................................Baptism
“By baptism we confess our faith in the death and resurrection of Jesus Christ, and testify
of our death to sin and of our purpose to walk in newness of life. Thus we acknowledge
Christ as Lord and Saviour, become His people, and are received as members by His
church. Baptism is a symbol of our union with Christ, the forgiveness of our sins, and our
reception of the Holy Spirit. It is by immersion in water and is contingent on an
affirmation of faith in Jesus and evidence of repentance of sin. It follows instruction in the
Holy Scriptures and acceptance of their teachings.”
FUNDAMENTAL BELIEF #15...........................................................The Lord’s Supper
“The Lord’s Supper is a participation in the emblems of the body and blood of Jesus as an
expression of faith in Him, our Lord and Saviour. In this experience of communion Christ
is present to meet and strengthen His people. As we partake, we joyfully proclaim the
Lord’s death until He comes again. Preparation for the Supper includes self-examination,
repentance, and confession. The Master ordained the service of foot washing to signify
renewed cleansing, to express a willingness to serve one another in Christlike humility, and
to unite our hearts in love. The communion service is open to all believing Christians.”
FUNDAMENTAL BELIEF #16..........................................Spiritual Gifts and Ministries
“God bestows upon all members of His church in every age spiritual gifts which each
member is to employ in loving ministry for the common good of the church and of
humanity. Given by the agency of the Holy Spirit, who apportions to each member as He
wills, the gifts provide all abilities and ministries needed by the church to fulfill its divinely
ordained functions. According to the Scriptures, these gifts include such ministries as
faith, healing, prophecy, proclamation, teaching, administration, reconciliation,
compassion, and self-sacrificing service and charity for the help and encouragement of
people. Some members are called of God and endowed by the Spirit for functions
recognized by the church in pastoral, evangelistic, apostolic, and teaching ministries
particularly needed to equip the members for service, to build up the church to spiritual
maturity, and to foster unity of the faith and knowledge of God. When members employ
these gifts as faithful stewards of God’s varied grace, the church is protected from the
destructive influence of false doctrine, grows with a growth that is from God, and is built
up in faith and love.”
FUNDAMENTAL BELIEF #17........................................................The Gift of Prophecy
“One of the gifts of the Holy Spirit is prophecy. This gift is an identifying mark of the
remnant church and was manifested in the ministry of Ellen G. White. As the Lord’s
messenger, her writings are a continuing and authoritative source of truth which provide
for the church comfort, guidance, instruction, and correction. They also make clear that the
Bible is the standard by which all teaching and experience must be tested.”
FUNDAMENTAL BELIEF #18................................................................The Law of God
“The great principles of God’s law are embodied in the Ten Commandments and

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exemplified in the life of Christ. They express God’s love, will, and purposes concerning
human conduct and relationships and are binding upon all people in every age. These
precepts are the basis of God’s covenant with His people and the standard in God’s
judgment. Through the agency of the Holy Spirit they point out sin and awaken a sense of
need for a Saviour. Salvation is all of grace and not of works, but its fruitage is obedience
to the Commandments. This obedience develops Christian character and results in a sense
of well-being. It is an evidence of our love for the Lord and our concern for our fellow
men. The obedience of faith demonstrates the power of Christ to transform lives, and
therefore strengthens Christian witness.”
FUNDAMENTAL BELIEF #19.....................................................................The Sabbath
“The beneficent Creator, after the six days of Creation, rested on the seventh day and
instituted the Sabbath for all people as a memorial of Creation. The fourth commandment
of God’s unchangeable law requires the observance of this seventh-day Sabbath as the day
of rest, worship, and ministry in harmony with the teaching and practice of Jesus, the Lord
of the Sabbath. The Sabbath is a day of delightful communion with God and one another.
It is a symbol of our redemption in Christ, a sign of our sanctification, a token of our
allegiance, and a foretaste of our eternal future in God’s kingdom. The Sabbath is God’s
perpetual sign of His eternal covenant between Him and His people. Joyful observation of
this holy time from evening to evening, sunset to sunset, is a celebration of God’s creative
and redemptive acts.”
FUNDAMENTAL BELIEF #20......................................................................Stewardship
“We are God’s stewards, entrusted by Him with time and opportunities, abilities and
possessions, and the blessings of the earth and its resources. We are responsible to Him for
their proper use. We acknowledge God’s ownership by faithful service to Him and our
fellowmen and by returning tithes and giving offerings for the proclamation of His gospel
and the support and growth of His church. Stewardship is a privilege given to us by God
for nurture in love and the victory over selfishness and covetousness. The steward rejoices
in the blessings that come to others as a result of his faithfulness.”
FUNDAMENTAL BELIEF #21...........................................................Christian Behavior
“We are called to be a godly people who think, feel, and act in harmony with the principles
of heaven. For the Spirit to recreate in us the character of our Lord we involve ourselves
only in those things which will produce Christlike purity, health and joy in our lives. This
means that our amusement and entertainment should meet the highest standards of
Christian taste and beauty. While recognizing cultural differences, our dress is to be
simple, modest, and neat, befitting those whose true beauty does not consist of outward
adornment but in the imperishable ornament of a gentle and quiet spirit. It also means that
because our bodies are temples of the Holy Spirit, we are to care for them intelligently.
Along with adequate exercise and rest, we are to adopt the most healthful diet possible and
abstain from the unclean foods identified in the Scriptures. Since alcoholic beverages,
tobacco, and the irresponsible use of drugs and narcotics are harmful to our bodies, we are

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to abstain from them as well. Instead, we are to engage in whatever brings our thoughts
and bodies into the discipline of Christ, who desires our wholesomeness, joy and
goodness.”
FUNDAMENTAL BELIEF #22.................................................Marriage and the Family
“Marriage was divinely established in Eden and affirmed by Jesus to be a lifelong union
between a man and a woman in loving companionship. For the Christian, a marriage
commitment is to God as well as to the spouse and should be entered into only between
partners who share a common faith. Mutual love, honor, respect, and responsibility are the
fabric of this relationship, which is to reflect the love, sanctity, closeness, and permanence
of the relationship between Christ and His church. Regarding divorce, Jesus taught that the
person who divorces a spouse, except for fornication, and marries another, commits
adultery. Although some family relationships may fall short of the ideal, marriage partners
who fully commit themselves to each other in Christ may achieve loving unity through the
guidance of the Spirit and the nurture of the church. God blesses the family and intends
that its members shall assist each other toward complete maturity. Parents are to bring up
their children to love and obey the Lord. By their example and their words they are to
teach them that Christ is a loving disciplinarian, ever tender and caring, who wants them to
become members of His body, the family of God. Increasing family closeness is one of the
earmarks of the final gospel message.”
FUNDAMENTAL BELIEF #23..................Christ’s Ministry in the Heavenly Sanctuary
“There is a sanctuary in heaven, the true tabernacle which the Lord set up and not man. In
it Christ ministers on our behalf, making available to believers the benefits of His atoning
sacrifice offered once for all on the cross. He was inaugurated as our great High Priest and
began his intercessory ministry at the time of His ascension. In 1844, at the end of the
prophetic period of 2300 days, He entered the second and last phase of His atoning
ministry. It is a work of investigative judgment which is part of the ultimate disposition of
all sin, typified by the cleansing of the ancient Hebrew sanctuary on the Day of Atonement.
In that typical service the sanctuary was cleansed with the blood of animal sacrifices, but
the heavenly things are purified with the perfect sacrifice of the blood of Jesus. The
investigative judgment reveals to heavenly intelligences who among the dead are asleep in
Christ and therefore, in Him, are deemed worthy to have part in the first resurrection. It
also makes manifest who among the living are abiding in Christ, keeping the
commandments of God and the faith of Jesus, and in Him, therefore, are ready for
translation into His everlasting kingdom. This judgment vindicates the justice of God in
saving those who believe in Jesus. It declares that those who have remained loyal to God
shall receive the kingdom. The completion of this ministry of Christ will mark the close of
human probation before the Second Advent.”
FUNDAMENTAL BELIEF #24..........................................The Second Coming of Christ
“The second coming of Christ is the blessed hope of the church, the grand climax of the
gospel. The Saviour’s coming will be literal, personal, visible, and worldwide. When He

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returns, the righteous dead will be resurrected, and together with the righteous living will
be glorified and taken to heaven, but the unrighteous will die. The almost complete
fulfillment of most lines of prophecy, together with the present condition of the world,
indicates that Christ’s coming is imminent. The time of that event has not been revealed,
and we are therefore exhorted to be ready at all times.”
FUNDAMENTAL BELIEF #25...................................................Death and Resurrection
“The wages of sin is death. But God, who alone is immortal, will grant eternal life to His
redeemed. Until that day death is an unconscious state for all people. When Christ, who is
our life, appears, the resurrected righteous and the living righteous will be glorified and
caught up to meet their Lord. The second resurrection, the resurrection of the unrighteous,
will take place a thousand years later.”
FUNDAMENTAL BELIEF #26................................The Millennium and the End of Sin
“The millennium is the thousand-year reign of Christ with His saints in heaven between the
first and second resurrections. During this time the wicked dead will be judged; the earth
will be utterly desolate, without living human inhabitants, but occupied by Satan and his
angels. At its close Christ, with His saints and the Holy City, will descend from heaven to
earth. The unrighteous dead will then be resurrected and with Satan and his angels will
surround the city, but fire from God will consume them and cleanse the earth. The
universe will thus be freed of sin and sinners forever.”
FUNDAMENTAL BELIEF #27.................................................................The New Earth
“On the new earth, in which righteousness dwells, God will provide an eternal home for
the redeemed and a perfect environment for everlasting life, love, joy and learning in His
presence. For here God Himself will dwell with His people, and suffering and death will
have passed away. The great controversy will be ended, and sin will be no more. All
things, animate and inanimate, will declare that God is love; and He shall reign forever.”
5. Enhance your knowledge of church heritage by completing the following:
a. Reading The Pathfinder Story
This little book, originally written by John Hancock, one of the pioneers of Pathfinder
Ministry, and recently updated, helps us to better understand the purpose Pathfinder
ministry has in the overall plan of the church. We have been reminded that “we have
nothing to fear for the future, except as we shall forget the way the Lord has led us.” (LS
196) This little book enables us to maintain that focus that has brought Pathfinder
ministry this far.
b. Earning the Adventist Church Heritage Award
This requirement may be met by any one of the following four ways:
1) There is a small book available that summarizes the history of our church and

23
serves for church heritage as The Pathfinder Story serves for Pathfindering. This booklet is
called Church Heritage. It may be obtained from the Youth Department. After studying
the booklet, a test may be taken.
2) Completion of the church heritage sections of the Pathfinder Classes– Friend
through Guide.
3) Passing a high school course in church history at one of our denominational
schools or through Home Study International.
4) Completion of the following nine requirements: (teacher’s helps begin on the
next page)
1- Write or orally give a brief history of the beginning of the Seventh-day
Adventist Church in your conference or country. Include the following:
Information about pioneer workers (missionaries and nationals).
Dates and places for the establishment of the first Adventist school
and/or medical institution, if any.
Information about conference youth camp(s) and Pathfinder clubs
2- Compile a brief history of your own local church and include the
following:
Information from interviews with longtime church members, the
church clerk and/or the pastor.
Information on the opening of any Adventist church school, academy,
medical or community service building associated with your local
church.
If possible, include photographs of facilities, members and the former
and current pastors.
Draw a simple diagram showing how your local church is linked
organizationally with the worldwide Seventh-day Adventist Church.
Send a copy of your written history to Local Church History
Collection, Heritage Room, Loma Linda University Library, Loma Linda,
California 92350, USA and to General Conference Archives, 12501 Old
Columbia Pike, Silver Spring, MD 20904, USA.
3- Compile a family faith chart showing the names and religious faiths of
your ancestors for a minimum of four generations. If possible, include
church affiliations and baptism dates for each individual listed on the chart.
4- Watch two segments of the Keepers of the Flame video series or two of
the Hall of Faith slide-tape programs or other similar audiovisual programs.
Show at least one of these programs to someone who is not a member of
your family and discuss the content with him or her.
5- Know the history of Pathfinders as presented in The Pathfinder Story and
prepare a brief summary of the history of Pathfinders in your field or
country.
6- Tell the importance of five of the following: (see pages 25-28)*
·Battle Creek Sanitarium ·Sabbath conferences
·Dime Tabernacle ·Systematic benevolence

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·1888 General Conference ·Three angels’ messages
·May 21, 1863 ·Tract Society
·Millerite Movement ·Washington hand press
·October 22, 1844 ·Wright, Michigan
·Pitcairn missionary ship ·Youth’s Instructor
·Present Truth *Divisions may add more to the list
7- Know what impact seven of the following people had on the history of
the Seventh-day Adventist Church: (see pages 28-36)*
·Martha Amadon ·Anna Knight
·John N. Andrews ·Kate Lindsay
·Joseph Bates ·William Miller
·John Byington ·Rachel Oakes-Preston
·M. B. Czechowski ·Marcial Cerna
·Hiram Edson ·Annie Smith
·William Foy ·Uriah Smith
·John H. Hancock ·Luther Warren
·John Harvey Kellogg ·Frederick Wheeler
·George King ·James White
·Charles M. Kinney *Divisions may add others
8- Know the significance of five of the following that relate to the life and
ministry of Ellen White: (see pages 36-38)
·Conflict of the Ages series ·Lord’s messenger
·Ellen G. White Estate ·White home in Battle Creek
·Elmshaven ·Testimonies for the Church
·Gorham, Maine ·Visions
·June 5, 1863
9- Participate in two skits or tell two stories for Sabbath School, church (i.e.
children’s story), school worship or chapel, singing bands or a Pathfinder
devotional. (Option: participate in one skit and tell one story) Base the
skits/stories on any of the following:
·The history of Adventism in your local field
(country/conference/mission)
·The history of your local church
·Any historical events listed in requirement 6 or individuals listed in
requirement 7.
Teacher’s Helps to be used in conjunction with the above-listed 9 requirements:
1- The best single source of information to answer these questions and fulfill the nine
requirements is the Seventh-day Adventist Encyclopedia, published by the Review
and Herald Publishing Association. The Encyclopedia is volume 10 of the Seventh-
day Adventist Bible Commentary series. Copies can be purchased at Adventist

25
Book Centers or borrowed from your church school or your local church library. If
these sources are not available, perhaps your pastor has one. Look for the name of
your conference/mission and read about its history. Separate articles on twelve-
grade academies (secondary schools), Adventist hospitals, as well as biographies of
individual prominent pioneers, are also in the Seventh-day Adventist Encyclopedia.
2- Additional sources of information to answer this question might include such things as
historical sketches about your local church or church school that have been read or
printed at past anniversary celebrations or school homecomings, school bulletins, and
anniversary church directories or school yearbooks. The local field (conference/mission)
administrative offices might also have information on your local church.
Name and address of your local church:_____________________________
______________________________________________________________________________
____________________________________________________________________
Address of your local field (conference/mission):______________________
______________________________________________________________________________
____________________________________________________________________
Address of your local union:______________________________________
______________________________________________________________________________
____________________________________________________________________
Your division of Seventh-day Adventists and address:__________________
______________________________________________________________________________
____________________________________________________________________
General Conference of Seventh-day Adventists
12501 Old Columbia Pike
Silver Spring, Maryland 20904, USA
The paper you have written to fulfill the requirement about your local church is very
important. Information about local Adventist churches is hard to locate and should be
preserved. When sending your report to the Heritage Room at Loma Linda University for
possible addition to their local church history collection, be certain that your church’s
name, current address, the date your paper was written, and your name as author are all
included.
3- In today’s fast-paced and often disrupted society, it is sometimes difficult to keep track of
one’s family. Information to complete this report can be obtained from parents, other
relatives, or longtime family friends. (If for some reason a candidate cannot complete this
family chart on his or her own family, then a family chart should be completed on some
other individual who is a member of your local church.)
4- These series may be purchased or perhaps rented through your nearest Adventist Book Center.

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In some cases you may be able to borrow them from your local Adventist church school
or conference office.
Be sure to do the second part of this requirement. Most churches have a number of
retired or disabled members who cannot attend church any longer. Many of these
individuals would welcome a visit from you. Before going, be sure to make arrangements
for an appointment; do not go unannounced.
5- Updated copies of the referred book are available from your field youth ministry office or the
General Conference Youth Department.
6- In addition to the short answers given here, more information on these topics can be found in
the Seventh-day Adventist Encyclopedia.
· Battle Creek Sanitarium: Originally opened in 1866 as the Western Health Reform
Institute in Battle Creek, Michigan, this was the denomination’s first medical institution.
The name was changed to Battle Creek Sanitarium by Dr. John Harvey Kellogg in 1877.
The institution later became world-famous for its health and medical treatments. The
denomination’s first school of nursing was started in connection with the Sanitarium in
1883, and our first medical school was opened in 1895. A fire in 1902 destroyed the
main building, but it was rebuilt the following year. In 1907 Dr. Kellogg left the church
and took ownership of the Sanitarium with him. Today the former Sanitarium building
still stands in Battle Creek, where it is known as the Federal Center.
· Dime Tabernacle: A large Seventh-day Adventist church, the Dime Tabernacle was the
fourth to be built in Battle Creek, Michigan. Dedicated on April 20, 1879, the church
could seat about four thousand people. It acquired its unusual name because of the way
money was raised for its construction. James White invited all church members to donate
a dime a month for a year to pay for the building. The church was the site of many
General Conference sessions, including the famous 1901 reorganization session, where
our current denominational administrative organization was established. Both James and
Ellen White’s funerals were conducted in this church. The building burned January 3,
1922.
· 1888 General Conference: One of our most well-known General Conference sessions, it
was held in Minneapolis, Minnesota, starting on October 17. At this meeting, Elders E. J.
Waggoner and A. T. Jones presented the concept of righteousness by faith in Jesus Christ
to the delegates in attendance. Ellen White joined the two men in their presentations.
Some delegates did not accept this teaching, and others outrightly opposed it, but for
those who did accept it, this session marked a real change in their personal Christian
experience.
· May 21, 1863: It was on this day that the General Conference of Seventh-day Adventists
was organized in Battle Creek, Michigan. Twenty delegates, representing six of the seven
conferences then in existence, elected Elder John Byington as the new denomination’s
first president.

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· Millerite Movement: An interdenominational movement named for its principal
spokesman, a Baptist farmer turned preacher, William Miller. The movement flourished
primarily in the United States, with some outreach overseas, during the years 1840-1844.
Based primarily on an understanding of biblical prophecy which held that Christ would
return about 1843 or 1844, the movement later spawned a group of denominations known
as Adventists, the largest of which is now the Seventh-day Adventist Church.
· October 22, 1844: Although William Miller had not set a specific date for Christ’s
second coming, he expected it sometime during 1843 or 1844. Others, such as Samuel S.
Snow, concluded that if the sanctuary was to be cleansed at the end of the 2300-day
prophecy, as recorded in Daniel 8:14, then it should happen on the Jewish Day of
Atonement, which, according to the strictest Jewish reckoning, occurred on October 22,
1844.
· Pitcairn Missionary Ship: Sabbath school offerings were collected to pay for the
church’s first missionary ship, which was dedicated in 1890. Its maiden voyage took it
directly to the Pitcairn Island in the South Pacific. During the subsequent ten years, the
Pitcairn undertook six more missionary voyages, establishing Seventh-day Adventist
missions on many islands throughout the South Pacific. Maintenance on the ship was
expensive, so it was finally sold in 1900, by which time commercial steamship
transportation between the islands had improved considerably.
· The Present Truth: It was the first periodical published by James White for the small
group of Sabbathkeepers who eventually formed the Seventh-day Adventist Church.
Eleven issues of this small paper were printed in 1849 and 1850; each issue focused on
the Seventh-day Adventist truths. In 1850, James White started a second periodical, The
Advent Review. Later that year these two papers were combined to start our official
church paper, then called The Advent Review and Sabbath Herald, now called simply the
Adventist Review.
· Sabbath Conferences: These are sometimes referred to as the “Sabbath and Sanctuary
Conferences.” They were a series of weekend meetings that were held in various places
throughout Northeastern United States from 1848 to 1850. In these meetings, the basic
doctrines eventually adopted by the Seventh-day Adventist Church were developed
through earnest Bible study and much prayer. Among others, James and Ellen White and
Joseph Bates were generally in attendance. There were six of the conferences held in
1848, six in 1849, and ten in 1850. On occasion, after specific doctrines had been arrived
at from Bible study, God gave Ellen White a vision confirming what had been discovered
through their study of the Bible and prayer.
· Systematic Benevolence: This term applies specifically to the method of financing
denominational evangelistic work in use until the late 1870's. Prior to 1859, when

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Systematic Benevolence was adopted, ministers generally had to support themselves,
except for occasional donations given to them by believers. The Systematic Benevolence
program, as it was originally instituted, was not actually a tithe on one’s income as we
now practice in our church, but rather, giving was proportional to one’s wealth.
Gradually, the concept of a real tithe– ten percent of one’s income– as taught in the Bible,
was recommended. Our current tithing program was officially adopted by the church in
1878.
· Three Angels’ Messages: The prophetic messages recorded in Revelation 14:6-11 are
there represented as being proclaimed by three angels flying in midheaven. In their
context these messages constitute God’s last appeal for the world to accept salvation in
Christ and to prepare for His imminent advent, which is pictured symbolically in the
verses that follow. The first angel’s message (Rev. 14:6, 7) is a proclamation of “the
everlasting gospel” of salvation in Jesus Christ at the time when “the hour of his
judgment is come.” The second angel’s message (Rev. 14:8) consists of a solemn
announcement that the mystical “Babylon is fallen” coupled with a warning for God’s
people to “come out of her.” The third angel (Rev. 14:9-11) announces the outpouring of
unmitigated divine wrath– that is, wrath not tempered with mercy– upon those who
worship the beast and his image and who receive his mark.
The mission of the Seventh-day Adventist Church to the world is to proclaim the message
of the everlasting gospel to “every nation, and kindred, and tongue, and people,” calling
them to worship God as their Creator, “for the hour of his judgment is come” (now, in the
sense of the investigative judgment); to come out of the Babylon of confusion and false
systems of belief; and, in the final test, to stand firmly against the worship of the beast
and on the full Christian platform of “the commandments of God, and the faith of Jesus”
(Rev. 14:12).
· Tract Society: This was the forerunner of today’s Adventist Book Centers, as well as the
various activities carried on by the denomination’s Personal Ministries Department. In
1869 a local group of women in South Lancaster, Massachusetts, organized the first Tract
Society. The concept was adopted by the General Conference in 1874. Tract Societies
promoted the following activities: distribution of Seventh-day Adventist publications,
evangelistic correspondence, visitation by lay volunteers and relief and welfare activities.
· Washington hand press: The first hand press owned by the fledgling church was a
Washington hand press. Funds for its purchase in 1852 were advanced by Hiram Edson.
James White set up the press in Rochester, New York. It was later moved to Battle
Creek, Michigan, in 1855. The worldwide publishing ministry of the church, including
the more than 50 publishing houses currently operated by the church, can all be traced
back to that hand press, which cost $652.00 to purchase. The original press was
destroyed when the Review and herald Publishing Company building burned in 1902.

29
· Wright, Michigan: The denomination’s first official campmeeting was held in Wright,
Michigan, in 1868. The previous year the Wisconsin Conference held a campmeeting in
Johnstown Center, Wisconsin. It was so successful that James White called for a
churchwide campmeeting to be held the following year. Nearly two thousand people
attended.
In the early 1840's the Millerite Adventists held more than 150 campmeetings which had
an estimated combined attendance of half-a-million people between 1842 and 1844.
Once campmeetings were started again by James White, in the late 1860's, they became
both a popular means of evangelism for visitors and faith revival for church members.
· The Youth’s Instructor: The denomination’s first youth paper was published from 1852-
1970. It was started by James White to provide spiritual material specifically for young
people. As the church expanded, so did the need for other papers designed more
specifically for various aged readers. Our Little Friend was started in 1890, Guide in
1953, Primary Treasure in 1957, and Insight replaced the Youth’s Instructor in 1970.
(Youth leadership have had support via The M. V. Kit in the past and currently the
Accent.)
7- The best source of information for brief biographical sketches of the following individuals is
the Seventh-day Adventist Encyclopedia. Some have also had more in-depth biographies
published in the past, and some may have theirs published yet in the future. We list here
some of those from the past, which may yet be obtainable from denominational school
libraries, etc.
· Martha D. (Byington) Amadon (1834-1937): She was the first teacher in a Seventh-day
Adventist church school. Her father, John Byington, organized that original church
school in Buck’s Bridge, New York, in 1853.
Additional Source:
Covingtion, Ava M., They Also Served, Review, 1940, pp 179-190.
· John Nevins Andrews (1829-1883): Elder J. N. Andrews was the first official Seventh-
day Adventist missionary to be sent to a country outside of North America. Born in
Poland, Maine, as a seventeen-year-old he accepted the Sabbath. He started his
ministerial career at the age of 21. Later he would serve both as president of the General
Conference (1867-1869) and as editor of The Advent Review and Sabbath Herald (1869-
1870). In 1874 he traveled to Europe, where he established the church’s first overseas
mission in Switzerland. There he also began publishing in 1876 the denomination’s first
periodical published outside the United States, the French Signs of the Times (Les Signes
des Temps). Elder Andrews was a noted theologian in the church. Among other things,
in 1855 he discovered through Bible study that the Sabbath should be observed from
sundown Friday to sundown Saturday night. Prior to that time the pioneers were
observing Sabbath from 6 p.m. Friday night to 6 p.m. Saturday night, based on Elder
Joseph Bates’ teaching. In addition, Elder Andrew’s book History of the Sabbath, which
was reprinted several times, is still considered a classic on the subject.

30
Additional Source:
Leonard, Harry, J. N. Andrews: The Man and the Mission, Andrews Univ. Press, 1985.
· Joseph Bates (1792-1872): He was one of three cofounders of the Seventh-day
Adventist Church. As a young man, he was a sailor, eventually becoming captain of his
own ship. He retired from sailing in 1828. During his time at sea, he gave up drinking
liquor and wine, smoking and the use of profane language. Later, sometime before 1838,
he abandoned the use of tea and coffee and by 1843 his diet no longer consisted of meat
or greasy foods. During the Millerite Movement of the early 1840's, Joseph Bates
accepted the belief of the soon return of Jesus. After the Great Disappointment in 1844,
Elder Bates accepted the seventh-day Sabbath in 1845 and wrote a pamphlet advocating
Sabbath observance in 1846. It was Bates’ pamphlet that James and Ellen White read,
and, after studying the Biblical reasons for doing so, they decided to start keeping the
seventh-day Sabbath.
Elder Bates spent many years starting churches, and since we then had no seminary for
training pastors, he introduced young men to the gospel ministry. As the church grew
toward formal organization in the early 1860's, Bates was often called upon to chair the
meetings. In 1863, after Ellen White received her health reform vision, Elder Bates
started publicly advocating the positions on health he had long practiced. Prior to that he
had kept his views to himself. His wife Prudence died in 1870, but he kept on with his
ministry, holding at least 100 meetings in 1871, the year before his death.
Additional Source:
Robinson, Virgil, Cabin Boy to Advent Crusader, Review, reprinted in 1992.
· John Byington (1798-1887): Spiritually inclined from his youth, Byington was active in
several churches during his first fifty-four years as layman and preacher. In 1852, he read
a copy of the Review and Herald and was impressed to begin keeping the Sabbath. Elder
Byington began conducting Sabbath meetings in his home and built one of the first
Seventh-day Adventist churches on his property. He was also involved in one of our
earliest Sabbath Schools and is credited with starting our first church school.
In 1858, Father Byington (as he was affectionately known because he was older than his
fellow ministers) moved to Michigan and spent 15 years as a self-supporting itinerant
preacher. He became closely associated with J. N. Andrews and James White in planning
the organization of the growing church. Elder John Byington was elected the first
General Conference president when the church became organized in 1863. He served two
one-year terms.
Additional Source:
Ochs, Daniel and Grace, Lillian, The Past and the Presidents, Southern Pub, 1974.
· Michael Belina Czechowski (1818-1876): Born and later educated for the priesthood in
the Roman Catholic Church, Czechowski left his homeland and the priesthood before
coming to the United States. In 1857 he joined the Adventist movement after attending
some tent meetings in Ohio. Czechowski went to Europe as a missionary in 1864, and,

31
although not sponsored by the Seventh-day Adventist Church, he taught our doctrines.
He worked in Italy, Switzerland and Romania. While in Switzerland he raised up what is
thought to be the first Seventh-day Adventist church in Europe.
Additional Source:
Nowlan, Connie Wells, The Man Who Wouldn’t Listen, Pacific Press, 1982.
· Hiram Edson (1806-1882): First as a Millerite Adventist and later as a Sabbathkeeping
Adventist, Edson was a prominent layman in the early days of this movement. On the
morning after October 22, 1844, he had one of the first insights into why Christ had not
returned the day before as they expected. Edson and a friend (thought to be O. R. L.
Crosier) were walking across a cornfield on their way to visit other disappointed
Millerites when that first insight came. Rather than Christ returning to earth as they
believed He would, Edson now understood that Christ had really entered into the Most
Holy Place of the heavenly sanctuary the day before, there to perform a special work of
cleansing prior to His actual return to earth. The initial results of Edson’s, Crosier’s and
another friend, Dr. F. B. Hahn’s, investigations appeared in an article published in the
Day-Star Extra of February 7, 1846. Later, contact was made with Elder Joseph Bates
and James White, and in time the church’s sanctuary doctrine was formulated based on
further Bible study. In later years, Edson sold two farms to help support the fledgling
movement that eventually became the Seventh-day Adventist Church. Still later yet, he
was ordained to the ministry.
Additional Source:
None at the moment
· William Foy (1818-1893): As a young man Foy became a Freewill Baptist minister.
Later as a Millerite Adventist, Foy had visions in 1842 and 1845. He shared these visions
with others and in 1845 published them in a small pamphlet. Although he was a free
black man living in New England, Foy stated that he experienced some prejudice against
him because of his color, which made it more difficult for some who heard him to accept
his visions. Doubtless the prejudice of Millerites against those who claimed to have
visions did not help either. One who did hear Foy speak, and who accepted his visions as
being genuine, was young Ellen Harmon (later White).
After the Great Disappointment of October 22, 1844, Foy apparently had another vision,
which he did not understand, so did not relate it to others. Although he remained a
minister the rest of his life, serving congregations in various places in Maine, he appears
to have had no further visions, nor did he have any other contact with Adventists.
Additional Source:
Baker, Delbert, The Unknown Prophet, Review, 1987.
· John H. Hancock (1917-2001): John Hancock was born in Chico, California, on August
8, 1917. He graduated from Pacific Union College with a degree in religion and
education in 1939 and began his ministry in Northern California the same year. He
moved his family to Southeastern California in 1944, where he became the conference

32
youth director two years later. In 1951, he was called to be the youth director for the
Lake Union Conference, and in 1954 he accepted a call to be the youth director of the
North Pacific Union. He served in this capacity until 1963, when he was called to be the
World Pathfinder Director at the General Conference. In 1970, he became the World
Youth Director. After his retirement in 1980, he served in the Ellen G. White Estate until
1983.
While in Southeastern California, he worked with others in getting the Pathfinder Club
program underway with the first conference-sponsored club organized in Riverside. He
designed the Pathfinder emblem and helped to write the first Pathfinder Staff Training
Manual. Elder Hancock was known for traveling with his “million-mile accordion,”
using it to teach new songs to thousands of young people the world over. He designed
many of the Pathfinder/AY Honors and illustrated many books. La Sierra University
founded the John Hancock Youth Center in his honor.
Additional Source:
None at the moment
· John Harvey Kellogg, M. D. (1852-1943): Having grown up in Michigan, where his
father had become a Seventh-day Adventist, young Kellogg was encouraged by Elder
James White in 1873 to become a doctor. Upon completion of his two-year course of
training, in 1876 Dr. Kellogg was made medical superintendent of the Western Health
Reform Institute, the denomination’s first medical institution. Soon thereafter he changed
its name to the Battle Creek Sanitarium.
During Dr. Kellogg’s nearly 70 years as director of the Sanitarium, he helped start the
church’s first school of nursing, promoted expansion of the medical work of the church,
assisted in founding the denomination’s first medical school, invented flaked cereals and
various meat substitutes, wrote many books, pamphlets and articles on health and
medicine, traveled widely on behalf of health education, and invented various pieces of
health exercise equipment.
When the Sanitarium burned in 1902, Dr. Kellogg built an even larger building, contrary
to Ellen White’s counsel. He also found himself at odds with the church over some
theological ideas. In 1907 he was disfellowshipped from the church. Upon his departure,
Dr. Kellogg was also successful in taking the Sanitarium with him. He continued
promoting health and vegetarianism during the remainder of his life, though he never
returned to the church.
Additional Source:
Schwarz, Richard W., Ph. D., John Harvey Kellogg, M. D., Andrews University Press, 1970.
· George Albert King (1847-1906): Born in Canada, King wanted to become a preacher
but instead ended up selling Dr. Kellogg’s health books and other magazine
subscriptions. This sparked an idea in his mind. He suggested that Uriah Smith’s books
Thoughts on Daniel and Thoughts on Revelation be combined and sold to the public.
This was done, and King is credited with starting what is today known as our literature

33
evangelism ministry.
Additional Source:
Lantery, Kimber J., The King Who Couldn’t Preach, Pacific Press, 1980.
· Charles M. Kinney (1855-1951): As a young man, Charles Kinney worked his way west
to Reno, Nevada. After attending evangelistic meetings there conducted by Elder J. N.
Loughborough, Kinney accepted the Seventh-day Adventist faith. Later, he attended
Healdsburg College in California and then became a colporteur in Kansas. In 1889
Kinney began working in Louisville, Kentucky. That same year he was ordained to the
ministry, apparently becoming the first black Seventh-day Adventist to be ordained.
Elder Kinney retired in 1911.
Additional Source:
None at the moment
· Anna Knight (1874-1972): Educational opportunities for black children in Mississippi
were extremely limited as Anna Knight was growing up. Through sheer determination
she taught herself to read and write, although unable actually to attend school. Later, she
was sent a copy of Signs of the Times, and through reading it became a Seventh-day
Adventist. Finally she was able to go to school. She attended Mount Vernon Academy in
Ohio, and still later in 1898 she graduated from Battle Creek College as a missionary
nurse. Anna Knight then returned to her home in Mississippi, where she operated a self-
supporting school for black children. In 1901 she was appointed a missionary to India,
the first black woman sent overseas by the church as a missionary. Upon her return home
she held a number of positions in the educational work of the church.
Additional Source:
Maxwell, Patricia, Journey to Freedom, Pacific Press, 1987.
· Kate Lindsay (1842-1923): A woman physician in the church, Dr. Lindsay founded the
denomination’s first school of nursing at the Battle Creek Sanitarium in 1883. In 1895
she went to South Africa as a missionary. Upon her return to the United States, she spent
20 years at the Sanitarium in Boulder, Colorado.
Additional Source:
Nelson, Kathryn Jensen, Kate Lindsay, M. D., Southern Pub. 1963.
· William Miller (1782-1849): An American farmer and later a Baptist preacher who,
based upon his study of biblical prophecy, understood that Jesus would return sometime
around 1843 or 1844. His followers came to be known as Millerites.
Although raised a Christian, while a young man William Miller became a skeptic.
Several incidents during the War of 1812 caused him to wonder whether there really
might be a God who takes a personal interest in our lives. Immediately Miller set about
studying his Bible to find out what kind of God it reveals. As he studied, his skepticism
vanished. About the Scriptures, Miller later was able to write, “They became my delight,
and in Jesus I found a friend.” It was during this intense period of Bible study that
William Miller discovered the 2300-day prophecy of Daniel 8:14.

34
As the time drew closer when the prophecy would end, and not seeing anyone else
preaching Jesus’ soon return, which Miller thought it predicted, he came under
increasingly strong conviction to share his views with others. Finally, in 1831 he began
to preach his views publicly. Because Miller’s message was about Jesus, and not just
about time prophecies, people responded. Several hundred ministers, plus others who
became prophetic lecturers, accepted Miller’s views along with thousands of lay people.
As the Millerite movement progressed, it expanded into the cities, as well as all across the
northern part of the eastern United States and into the lower part of eastern Canada.
William Miller himself estimated that he gave 4,500 lectures on the prophecies by 1844.
When Jesus did not return in 1844, Miller was very disappointed, but not discouraged.
Although he was right in his calculation that the 2300-days time prophecy of Daniel 8:14
was to end about 1843 or 1844, he was wrong about the event that was to happen at the
end of the time period. He misidentified the sanctuary that is said to be cleansed at the
end of the prophecy. Sadly, Miller never accepted the new understanding that it is the
heavenly sanctuary that was to be cleansed, nor did he ever accept the seventh-day
Sabbath, both of which later became pillar doctrines of the Seventh-day Adventist
Church. However, he never gave up his faith that Jesus would soon return. Shortly after
the Great Disappointment of October 22, 1844, Miller wrote, “I have fixed my mind on
another time, and here I mean to stand until God gives me more light, and that is today,
TODAY, and TODAY until He comes.” It was from William Miller and the Millerite
movement that eventually emerged the Seventh-day Adventist Church.
Additional Source:
Gordon, Paul A., Herald of the Midnight Cry, Pacific Press, 1990.
· Rachel Oakes-Preston (1809-1868): She was a Seventh-day Baptist lay member who
convinced a group of Millerite Adventists in Washington, New Hampshire, to accept the
seventh-day Sabbath. Rachel Oakes was there visiting her daughter, Delight Oakes, the
local school teacher. One Sunday while she was sitting in church (there were no local
Seventh-day Baptists, so Rachel kept her Sabbath at home and then attended the
Methodist church on Sunday for Christian fellowship), Elder Frederick Wheeler, the
pastor, was leading out in a communion service. He stated that all who profess Christ in
such a service as this “should be ready to obey God and keep His commandments in all
things.” Later, Mrs. Oakes informed him that she had almost risen during the meeting to
tell him that he should push back the communion table and put the communion cloth
back over it until he was ready to keep all the commandments, including the fourth.
From that discussion, Frederick Wheeler returned home, studied his Bible and came to
the conclusion that the fourth commandment does teach that the seventh-day Sabbath
should be kept. In turn, Rachel Oakes soon afterwards became a Millerite Adventist.
Later, in the last year of her life, she joined the Seventh-day Adventist Church.
Additional Source:
Maxwell, C. Mervin, Tell it to the World, Pacific Press. 1993. pp. 67-73.

35
· Marcial Serna (1860-1935): Serna was the first Spanish-speaking Seventh-day Adventist
minister of Mexican ancestry to work in the United States. He had served more than 17
years as a minister of the Methodist Episcopal Church in New Mexico prior to becoming
a Seventh-day Adventist in 1898. When he joined the church, he brought along many of
the members of his former congregation. Elder Serna later worked in Arizona and
California, as well, prior to his retirement in 1916.
Additional Source:
Pohle, Myrtle A., The Truth Seekers, Saga of the Southwest, Pacific press, 1983. pp 7-42.
· Annie Rebekah Smith (1828-1855): A talented poet, hymn writer and artist, Annie
Smith contributed much to this movement in its early days. As a teenager she became a
Millerite Adventist. However, as with so many others, after the Great Disappointment of
October 22, 1844, she became discouraged and lost interest in religion. She decided to
get an education and become a teacher. But her mother continued to be concerned for her
daughter’s spiritual welfare. In 1851, while attending evangelistic meetings held by
Joseph Bates, Annie accepted the seventh-day Sabbath. Later, she assisted James White
in publishing The Advent Review and Sabbath Herald. Several of her poems were
published in the church paper, and some were set to music. Three of her hymns are
included in the Seventh-day Adventist Hymnal. Tragically, Annie contracted tuberculosis,
from which she later died.
Additional Source:
Graybill, Ron, “The Life and Love of Annie Smith,” Adventist Heritage, Summer 1975, Vol. 2, No. 1, pp
14-23.
· Uriah Smith (1832-1903): Like his older sister, Annie, Uriah Smith was a Millerite
Adventist as a young boy, but after the Great Disappointment of October 22, 1844, he,
too, became discouraged and gave up interest in religion. He then went to school, as his
sister did, and became a teacher, showing no interest in religion at the time. In 1852, he
became convinced of the Sabbath and soon joined James White in helping to publish The
Advent Review and Sabbath Herald. When the paper and the printing press were moved
from Rochester, New York, to Battle Creek, Michigan, in 1855, Uriah Smith was made
editor. He was to serve a total of nearly fifty years on the editorial staff of the Review,
about 35 of those years as editor.
In addition to his editorial work Elder Smith was also an author. He wrote many articles
for the Review, a number of books, including his most famous, the Adventist classic, The
Prophecies of Daniel and the Revelation. He was also a poet and artist, having designed
the first woodcut illustrations for the Review even before actually becoming a
Sabbathkeeper. Uriah Smith was also an inventor and had several patents issued to him.
When the Seventh-day Adventist General Conference was organized in 1863, Uriah
Smith was elected its first secretary. Elder Smith’s contributions to this movement were
many and varied.
Additional Source:
Durand, Eugene F., Yours in the Blessed Hope, Uriah Smith, Review, 1980.

36
· Luther Warren (1864-1940): At the age of fourteen Luther Warren and his friend Harry
Fenner organized at Hazelton, Michigan what is recognized as the first Seventh-day
Adventist Young People’s Society. Later, he became a minister and spent most of his
ministry in working for young people.
Additional Source:
Boucher, Sharon, Luther Warren: Man of Prayer and Power, Review, 1959.
· Frederick Wheeler (1811-1910): Generally considered to be the first ordained Millerite
Adventist minister to accept the seventh-day Sabbath, Elder Frederick Wheeler was
earlier a minister of the Methodist Episcopal Church. In 1844, while preaching a
communion sermon at the Washington, New Hampshire church, he urged the participants
that day to be willing to keep God’s commandments. Later, Rachel Oakes (Preston)
pointed out to Elder Wheeler that he was not keeping the fourth commandment himself.
After careful investigation of the Bible teaching on the subject, Wheeler decided to keep
the seventh-day Sabbath. Later, he studied the Sabbath with Elder Joseph Bates when the
latter came from his home in Massachusetts to learn more about the topic. In 1851, Elder
James White invited Wheeler to leave New Hampshire to minister elsewhere. Finally, in
1857 Wheeler moved to New York State, where he lived the remainder of his life.
Additional Source:
None at the moment
· James White (1821-1881): Elder James White and his wife, Ellen, along with Elder
Joseph Bates, are considered to be the three cofounders of the Seventh-day Adventist
Church. As a young man James became a Millerite Adventist preacher. On his first
three-month preaching tour, he converted a thousand people to the Lord. Although
disappointed along with others when Christ did not return in 1844, James did not lose
faith in the Second Advent.
In 1846 he and Ellen Harmon were married. A short time later they began to keep the
Sabbath. In 1849 he published the new church’s first periodical, Present Truth. Later, in
1852, he led out in efforts to purchase our first printing press, a Washington hand press.
During those early years James White traveled among the few Sabbathkeepers who then
existed, conducted evangelistic meetings, and wrote pamphlets and articles for the church
paper, which he also edited.
In 1860 Elder White helped choose the denomination’s name. Although he personally
favored the name “Church of God,” when “Seventh-day Adventist” was proposed, he
supported the suggestion. In 1863, he helped organize the General Conference of
Seventh-day Adventists. In fact, he was the first man to be chosen president of the new
church, but declined to serve so that no one could accuse him of trying to grab power by
getting the General Conference organized. James White also helped establish Battle
Creek College in 1874, as well as found the Signs of the Times, originally published in
Oakland, California.

37
Beginning in 1865 Elder White suffered a series of strokes that affected his health. In
spite of that, he served ten years as president of the General Conference (1865-1867,
1869-1871, 1874-1880). Often during these years he and his wife would attend as many
as fifteen campmeetings in a year. Elder White died at the age of sixty in 1881, literally
worn out from being overworked in the cause of God.
Additional Source:
Robinson, Virgil, James White, Review, 1976.
8- There are numerous events, people, places and dates that could be considered of relevance
sufficient to be included here. However, one must select and hope that the subject is of
enough value to each participant to encourage much further study.
· Conflict of the Ages Series: The series of five books that traces the story of the great
controversy between Christ and Satan from the time prior to Earth’s creation, when Satan
fell, until the Earth is once again made new after the millennium and sin is finally
destroyed. The five books in the Conflict of the Ages Series and their dates of
publication are: Patriarchs and Prophets (1890), Prophets and Kings (1917), Desire of
Ages (1898), Acts of the Apostles (1911), and The Great Controversy (1888, 1911).
· Ellen G. White Estate: When Ellen White wrote her will in 1912, she left her literary
estate to a board of five church leaders, to be known as the Ellen G. White Estate. Upon
her death in 1915 this separate corporation was organized. Her literary manuscripts
remained in California until 1938, when they were transferred to the General Conference
world headquarters building, which was then located in Washington D. C. Today, fifteen
White Estate trustees representing various aspects of the church’s worldwide work
continue to oversee the preservation of her original manuscripts, promote the publication
and translation of Ellen White books and authorize preparation of new compilations from
her unpublished manuscripts as called for in her will.
· Elmshaven: Ellen White’s home in northern California, where she lived from1900,
when she returned from Australia, until her death in 1915, is named Elmshaven. During
the years she lived at Elmshaven, Mrs. White called for organizational changes in the
church’s structure that resulted in the creation of union conferences and world divisions.
She also helped found the Paradise Valley, Glendale and Loma Linda sanitariums in
southern California, as well as Madison College in Tennessee. In addition, she wrote
such well-known classics as Education, Ministry of Healing, The Act of the Apostles, and
Prophets and Kings besides supervising the revision of The Great Controversy, which
came out in 1911.
· Gorham, Maine: It was here that twin girls, Ellen and Elizabeth Harmon, were born on
November 26, 1827, to Robert and Eunice Harmon. Ellen would later marry Elder James
White; she lived until 1915. Her twin sister married Reuben Bangs, a grocer in Gorham;
she lived in that area until her death in 1891.

38
· June 5, 1863: On this Friday evening in the home of Aaron Hilliard in Otsego,
Michigan, God gave Ellen White a comprehensive vision on health reform. It covered
the broad field of health and preventive medicine, including the cause of disease, the care
of the sick, remedial agencies, nutrition, stimulants and narcotics, child care and healthful
attire.
Although as early as 1848 Mrs. White spoke about the harmful effects of tobacco, tea and
coffee, it was in this vision that the principles of health were first emphasized as part of
the message of Seventh-day Adventists. Ellen White wrote, “I saw it was a sacred duty to
attend to our health, and arouse others to their duty.” Based on the information shown
her in this vision, Mrs. White now spoke against drugs and flesh meats and urged the
importance of pure air, exercise and a proper diet.
· Lord’s Messenger: This was the title that Ellen White applied to her own experience,
rather than referring to herself as a prophetess. In 1906 she explained why she used this
term to describe the work God had called her to do:
“Early in my youth I was asked several times, Are you a prophet? I have
ever responded, I am the Lord’s messenger. I know that many have called
me a prophet, but I have made no claim to this title. My Saviour declared
me to be His messenger… Why have I not claimed to be a prophet? –
Because in these days many who boldly claim that they are prophets are a
reproach to the cause of Christ; and because my work includes much more
than the word ‘prophet’ signifies.” 1SM 32.
· White Home in Battle Creek, Michigan: The oldest remaining Adventist landmark
in Battle Creek is the James and Ellen White home at 63-65 Wood Street. Built in
1856, Elder and Mrs. White lived here from 1856 to 1863. While living in this
house Ellen White wrote out the Great Controversy vision that she had been given
in Lovett’s Grove, Ohio, on March 14, 1858. Her first written account of the vision
appeared in September of 1858 in Spiritual Gifts volume 1, sometimes referred to
as the first edition of The Great Controversy. It was in this house that James and
Ellen’s fourth son, John Herbert White, was born in 1860. He lived less than three
months. Also, while living there, the young church adopted Systematic
Benevolence in 1859, chose the name “Seventh-day Adventist” in 1860, and
organized its first local conference in 1861, the Michigan Conference.
· Testimonies to the Church: Now a nine-volume set of counsels for the church
given by God to Ellen White, they originally appeared as thirty-seven individually
numbered Testimonies, published during the years 1855 to 1909. Contained in the
set is counsel for individuals, groups, as well as churches and institutions. Some
are very specific in nature, while other messages are of a general character dealing
with principles of Christian living and the mission of the church.

39
· Visions: Seventh-day Adventists believe that Ellen G. White received visions
from God similar to those received by Biblical prophets. On those occasions, while
she was totally unconscious of her surroundings, God would give her information
covering a variety of topics. This she passed on to the church during her lifetime
through spoken presentations either at public church gatherings or to individual
committees and church boards, through private letters written to specific
individuals for whom she was given counsel, or through her many books.
In her early experience, Mrs. White’s visions were often given during her waking
hours and lasted from a few minutes up to about four hours. These early visions
were generally accompanied by marked physical phenomena witnessed by many
who were present while she was in vision; her eyes remained open, she did not
breathe, her own body strength left her and she was totally unconscious of her
surroundings the whole time she was in vision. The pioneers never viewed the
physical phenomena as a primary proof of the divine origin of her visions, but
rather felt that they were a secondary evidence of God’s leading in Mrs. White’s
experience.
The real proof of the genuineness of the visions was in the content of their
messages coupled with the results in changed lives that occurred when that counsel
was followed. In later years Mrs. White’s visions came as prophetic dreams during
the night, though she tells us that the same angel messenger came in these night
visions as had been present in her earlier day visions.
Seventh-day Adventists do not put Ellen White’s visions on the same level as the
Bible, though we have always taught and believed that both are from God. She
herself saw her visions as the lesser light given by God to lead us to the greater
light– the Bible. ( See CM 125)
9- All of the above-mentioned additional sources, Youth Ministry Accent, published by the
General Conference Youth Department, and many other books such as those listed
below under requirement number 9 may serve as resource materials for skits and/or
stories that will fulfill this last requirement. Of course, you will not want to forget
the possibilities in your own church or conference: interviewing the “old-timers” is
a very good way of getting good stories about the beginnings and pioneers in your
own area.
c. Reading a book on some aspect of church heritage
A sample of recent books available at the Adventist Book Centers (or perhaps your pastor
again) include the following:

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Movement of Destiny by L. E. Froom
The Past and the Presidents by D. A. and G. L. Ochs
Messenger of the Lord by H. E. Douglass
Prophetic Faith of our Fathers by L. E. Froom
1844 and the Rise of Sabbatarian Adventism by G. R. Knight
Tell It to the World by C. M. Maxwell
Light Bearers to the Remnant by Schwarz
Anticipating the Advent by G. R. Knight
Millennial Fever by G. R. Knight
(As some of these eventually go out of print, others will take their place.)
Notes on other books/reference materials available:

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III. Skills Development
1. Attend and complete a two-hour seminar in each of the following areas:
a. Leadership Skills– 2 hours
Objective
To become aware of a number of basic group leadership skills necessary for leading a unit
or group.
Explanation
Participants are required to begin to develop basic group leadership skills that are necessary
for leading and directing a unit or group in the successful completion of tasks required by
their class program or curriculum. These skills may be highlighted by a discussion of the
following topics.
A. Modeling Positive Christian Attitudes and Values 15 minutes
B. Basic Dynamics of a Small Group 15 minutes
C. Role, Function, Task and Maintenance of Group Leaders 20 minutes
D. Identifying and Dealing With Personalities That Destroy Group Cohesion
20 minutes
E. Motivating Individuals 50 minutes
Possible information to be presented:
A. Modeling Positive Christian Attitudes and Values 15 minutes
Young people growing up in today’s world are faced with many choices. They are
required to make some sense out of all the uncertain and confusing aspects of life by
learning to assess, appreciate and acquire that which constitutes real value. In this context
we tend to refer to the word “value” as denoting those beliefs, purposes and attitudes that
are chosen thoughtfully and acted upon. Because we live in a dynamic society in which
rapid change occurs, it is perhaps wise for us to focus our religious education on the
process of valuing, rather than just the particular “values” themselves.
Approaches to Valuing:
Following are some ways that have often been advocated for helping young people develop
values:
Modeling– Setting an example, either directly, by the way adults behave, or
indirectly, by pointing to good models in the past or present, such as Washington’s honesty
or the patience of the Greek Ulysses’ wife.
Persuading and Convincing– By presenting arguments and reasons for this or
that set of values, and by pointing to the fallacies and pitfalls of other sets of values.

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Setting Limits– By giving children choices only among values “we” accept, such
as asking children to choose between helping wash the dishes or helping clean the floor, or
by giving children choices between a value we accept and one no one is likely to accept,
such as asking children to choose between telling the truth and never speaking to anyone
again.
Inspiring– By dramatic or emotional pleas for certain values, often accompanied
by models of behavior associated with the value.
Making Rules and Regulations– Intended to contain and mold behavior until it
is unthinkingly accepted as “right,” as through the use of rewards and punishments to
reinforce certain behavior.
Advising– Cultural or religious dogma presented as unquestioned wisdom or
principle, such as saying that something should be believed because “our people have
always done it this way.”
Moralizing– Telling “the way it ought to be” is a nice and easy method. It’s
simple and easy to explain situations and experiences through which you have passed.
Usually involves appeals to conscience, that still, small voice which arouses feelings of
guilt but doesn’t suggest the “right” way, such as telling a child that he should know better
or that he shamed his parents.
Other methods could be listed that have been used in the past to assist in the formation of
beliefs, attitudes and behavior. Leaders must seek to understand the following process by
which young people can be taught to formulate their own set of values without the need for
indoctrination or a predetermined set of values being forced upon them.
This “valuing process” is to
a) Encourage children to make choices, and to make them freely
b) Help them to discover and examine available alternatives when faced
with choices
c) Help children weigh alternatives thoughtfully, reflecting on the
consequences of each
d) Encourage children to consider what it is that they prize and cherish
e) Give them opportunities to make public affirmations of their choices
f) Help them to examine repeated behavior or patterns in their life
Group Discussion:
1. Discuss the ways that values are transferred from adults to children and
determine, in your view, which ways are most effective.
2. Develop a list of the ten most significant values important to young people of
various ages and discuss how you would use the above resource material as a basis for
helping develop their positive Christian attitudes and values. Some values to consider for
starters: Commitment, Honesty, Honor and Integrity, Craftsmanship, Love, Responsibility,
Devotion, Courage, Self-control, Reliability.

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B. Basic Dynamics of a Small Group 15
minutes
Recently social scientists have given much attention to “group process,” trying to
isolate the reasons why some groups are effective and others are not. Their studies have
revealed that each group has its own unique pattern of forces. These forces pertain to:
How the group members relate to each other
The way the group makes a decision
Group communication problems.
Even though these problems may not be present in each group, the leader will be most
effective if he is prepared to deal with them.
All the research on group process has revealed some interesting principles about group
behavior. Understanding these principles is vitally important for every leader. Some of the
most impressive facts are as follows:
For a group to be effective, its members must be able to exchange ideas freely
and clearly. Its members also must feel involved in the decision-making.
Just because all the members of a group are capable individuals, they will not
necessarily function effectively as a group.
It is possible to help a group grow to maturity. By using proper techniques, a
group of individuals can be channeled into effective work, and internal conflicts
that hinder group effectiveness can be broken down.
Any group can benefit from a skilled and dedicated leader. However, an
effective group leader must understand that each member is responsible for
contributing to the total task of leadership. No group can become fully productive
until each group member assumes responsibility for the way the group acts.
Most groups are faced with specific tasks, and the group exists primarily to accomplish
these tasks. Many times group members get so caught up in completing the task that they
do not remember to keep the group in proper running condition.
As people in the group work together to accomplish a task, they are doing something to and
with the other members of the group. Every group consists of a complex network of
changing relationships between individuals, and every group needs to have a continuing
and growing awareness of itself as a group and make an effort to develop and maintain
positive relationships. It is up to the leader to help the group recognize these twin
functions and to make them work effectively. The leader can assume different postures
within the group. His behavior can range from almost complete control of the decision-
making process within the group to almost complete control by the members within the
group. Ideally the control within the group will be a blend between leader and members.
However, these functions must be filled, because fulfilling of these functions permits the
group to not only satisfy the needs of its members and keep the group going, but also to
move the group toward its objectives.

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C. Role, Function, Task and Maintenance of Group Leaders 20 minutes
There are specific leadership methods that help the group achieve and accomplish
these task and maintenance functions. As previously stated, one purpose of the group is to
accomplish its goal or to complete its task. The other purpose is to keep the group in
proper running condition or to maintain the group. There are people in every group that
use the various leadership methods that help the group achieve and accomplish these task
and maintenance functions. The leadership functions concerned with completing the tasks
are:
Initiator/contributor– one who gets things started
Information seeker– one who asks questions
Information giver– one who gives answers
Coordinator– one who keeps things rolling
Facilitator– one who points the group toward its goal. He keeps the group
moving in the right direction.
Summarizer– one who pulls together related ideas. He restates highlights of
discussions.
Consensus tester– one who sends up “trial balloons” to see if the group is
nearing a conclusion or one who measures to see how much agreement has
been reached.
The leadership roles that maintain the group and gets members to work with each other are:
Encourager– one who gives support to others in the group to keep them
functioning together
Harmonizer– one who keeps group members working toward the same goal
Gatekeeper– one who keeps the group aware of the subject at hand. They
attempt to keep communication channels open and draw out non-
participants and hold back overly verbal participants
Standard setter– one who expresses what he/she wants the group to achieve.
Sets limits for the group’s activities and behavior between group members.
Helps resolve conflicts effectively.
A proper understanding of these leadership roles not only helps the designated group leader
but also the members. Each leadership role is important, has its place within the group,
and must be fulfilled if the group is to be healthy. Groups are more likely to operate at
maximum efficiency when these roles become the responsibility of all members rather than
just the designated leader. Sometimes one individual may perform many of these roles
during the lifetime of the group. In a mature group, it usually makes no difference who
performs a particular role as long as all the appropriate roles are performed.

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Discussion time:
1. Discuss how these group principles relate to your role as a Pathfinder, Adventurer, or
Youth leader.
2. Engage in the group exercise “Operation ♥ Heartbeat” and use the “Process
Observation Report Form” (PORF) as a way of evaluating group process in the assigned
exercise. Assess what influence the various factors raised in the PORF have on the
effectiveness with which a group operates together.
“Operation ♥ Heartbeat”
Situation
You are a member of a medical team of heart specialists who perform heart transplant
operations. At the present moment you have six people on your waiting list who qualify
for a donor heart that has just become available from a road-accident victim.
List of recipients
1. 22-year-old male, single, national football champion and potential Olympic track
medalist.
2. 55-year-old female, high government official and head of country’s welfare and
women’s affairs, single mother with one university-aged daughter living at home.
3. 48-year-old male, a multinational business CEO, married with two sons.
4. 33-year-old female, mother of three children, diabetic.
5. 17-year-old female high-school student who lives with alcoholic father.
6. 30-year-old male, homosexual, university professor, national director of a government
research program on AIDS.
All the above desperately need this heart, and, for various reasons, each has no more than
three weeks to live if a heart transplant is not performed for them.
Due to conditions of this available heart, you have ten minutes to decide on the recipient
and contact them for immediate surgery.
Notes for discussion, evaluation and decision:

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Process Observation Report Form
(PORF)
A. Communication
1. How well did people express themselves (verbally and nonverbally)?
2. Did people listen to the person speaking (and understand their meaning)?
3. What pattern of communication was used (One: one; one: group; all through a
leader)?
4. What was the content (cognitive or effective)?
B. Leadership
1. Major roles (record names of participant who fits best)
Avoider ____________________
Blocker ____________________
Coordinator ____________________
Dominator ____________________
Evaluator ____________________
Follower ____________________
Gatekeeper ____________________
Harmonizer ____________________
Information-processor____________________
Recognition-seeker ____________________
C. Climate
1. Group tone (accepting and warm, cold and ignoring, etc.)
2. Cohesiveness (how well you worked together)
D. Goals
1. Explicitness (clearly understood by everyone)
2. Commitment to agreed-upon goals
E. Situation Variables
1. Group size
2. Time limit
3. Physical facilities

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D. Identifying and Dealing With Personalities That Destroy Group Cohesion
20 minutes
Blocker Nonparticipant
resists, stops group acts indifferently, passively
goes off on tangent doodler, dreamer
reacts negatively to suggestions withdraws from group by whispering
is afraid of failure, non-acceptance
Fighter Clown
aggressive, jealous fools around
gets status by blaming others mimics others
deflates egos, holds grudge disrupts work of others
shows hostility against group distracts group from goals
or individual in group
Dominator Clique
dogmatic/rigid several band and gang up on others
tries to assert authority gossip
interrupts others
acts superior
Inattention Hyperactivity
failure to listen squirm
short attention span leaves group during discussion
Lack of enthusiasm Poor organization/leadership
Discussion time:
Discuss ways to deal with any or all of the above distractions that create conflict within the
group. Add to the above list any additional factors that affect your group’s current
operation.
E. Motivating Individuals 50 minutes
One of the prime shortcomings of any group is the inactivity of certain group
members. Any member’s inactivity causes many problems to the group and the group
leader. The obvious problem is the lost resources of inactive group members, which
lessens the effectiveness of the group as a unit. But perhaps the more critical problem is
the demoralizing effect that inactive members have on other members. Their failure to
participate and shoulder their share of the load dampens enthusiasm and may eventually

48
result in a marked negative effect on the group. The primary reason some group members
are inactive is that they do not understand the task to be accomplished or what part they are
supposed to play. In many instances, they do not receive sufficient motivation to move
them into action. The fault does not lie within the members. They will usually respond to
the motivation they receive– frequently none at all, or it is applied without regard for the
member’s personal interests or views.
Basic Motivational Principles
Motivation is the source of all action, and inactivity results from a lack of motivation. This
does not necessarily mean a lack of motivational effort; however, mere effort to motivate
does not, of its own accord, produce motivation.
Group action is the result of motivation of the individuals within the group. At times the
varying effects of motivational effort of one type or another may result in confusion or
indifference. Many times when confusion or conflict occurs within the group, it is because
the leader has failed to motivate each individual within the group. It has been rightly stated
that you do not lead groups; rather, you lead the people that make up the group, each as an
individual.
We can draw a parallel between a group leader and a salesman. Salesmanship requires a
great deal of individual motivation. In fact, that is what it is all about. A successful
salesperson “helps” a client “discover” a “desire” for the salesperson’s product or service
before closing the sale. Salespeople who see only their own desire for making the sale
(income) and do not spend adequate time relating to their prospect’s desires soon discover
that they are no longer selling.
The same is true when motivating a group. When the leader disregards the desires of the
individuals within the group, he soon finds he is no longer leading. The members have
received no motivation that meet their needs, and they respond by doing nothing.
“There is no such thing as a group member who cannot be motivated. Every living person
is motivated everyday to do something. Once a person links himself emotionally with a
group as a result of interest shown in his individual desires, he can be motivated to do
many things that are contrary to his own personal desires in order to benefit the group.
When that point is reached, he finds fulfillment in achieving for the group rather than for
himself.”
As a leader, you must be able to get your group and its individual members moving– and
keep them moving– in the desired direction.
In attempting to motivate individuals, we need to recognize that individual needs are
especially important and play a major role in determining what “gets people going.”

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Current research suggests that people usually motivate themselves by responding to their
inner needs. Leaders need to understand these needs and how they operate so that they can
work with human nature, not against it.
Abraham Maslow, in his concept of a hierarchy of needs, suggests that individual needs are
arranged in order of priority, with the stronger needs desiring satisfaction before other
needs can be met.
Physiological Safety Social Esteem Self-Actualization
Physiological needs– These are a person’s physical needs for food, shelter, warmth, sexual
gratification and other basic body functions.
Safety– These include the need to feel safe from physical danger and the need for physical,
mental and emotional security.
Social– These include the need for friendships and interaction with other people, a sense of
belonging and acceptance within a social circle.
Esteem– These needs fall into two closely-related categories– self esteem and the esteem of
others. The first includes our need to respect ourselves, to feel personal worth, adequacy
and competence. The second embraces our need for respect, praise, recognition and status
in the eyes of others.
Self-actualization– The need to achieve as much as possible, to fully develop one’s gifts or
potential.
Maslow makes two interesting points about these needs. First, if one of our stronger needs
is threatened, we jump back down the steps to defend it. You do not worry about status,
for example, if you are starving. Therefore, if you appear to threaten people’s security by
your proposed changes as a leader, you should expect a stoutly defended response.
Second, a satisfied need ceases to motivate. When one area of need is met, the person
concerned becomes aware of another set of needs. These in turn now begin to motivate
him or her. There is obviously a lot of truth in this theory. In particular, when the
physiological and security needs have been satisfied, they do not move us so strongly.
How far this principle extends up the scale is a matter for discussion.
Elsewhere in his work, Maslow postulated other hierarchies of need, which he identified
like galaxies in the vast reaches of the unconscious mind: cognitive needs (curiosity, the
need to discover and understand) and aesthetic needs (the need for beauty, order and
elegance). In later life he also talked about what could be called spiritual needs, the need to
escape from oneself and feel part of some larger transcendent unity above the self. As a

50
secular humanist, Maslow did not give the name “God” to this Welcoming Other in which
self is both lost and found, but the influence of the Jewish tradition in which he was reared
is clearly evident. Certainly there are great human needs behind the search for God.
Another expression of this understanding of humans as essentially self-motivating was
suggested by Herzberg, who believed that the following five motivators provide
satisfaction to individual needs:
1. Achievement · A sense of personal achievement in the work being accomplished
and brought to a successful conclusion.
· A sense that one is making a worthwhile contribution to the
objectives of the group.
· The sense of achievement is in proportion to the size of the
challenge.
2. Recognition · Acknowledging a person’s contribution.
· Appreciating the work being done.
· Receiving adequate recognition for achievements.
3. Interest · A feeling that the work is challenging and demanding the best from
the individual.
4. Responsibility · Being allowed to control the work being done.
· Being trusted.
· Having authority to make decisions and being accountable for work
done.
5. Advancement · A feeling that as an individual, one is developing and advancing in
experience and ability.
· The prospect of promotion or advancement.
· Providing the right climate and opportunities for meeting these
needs for each individual in the group is possibly the most difficult
and certainly the most challenging and rewarding task of the group
leader.
Group Activity:
Ask the group to identify four major problem persons presently encountered in their club or
unit. Use the resources of the group to arrive at a solution/understanding of how to
motivate these individuals.

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Motivating Young Adolescents
Build Relationships
Provide environment.
They must believe that adults are important to them.
Be honestly supported or rejected by others as a person capable of directing his
or her future behavior.
Personal encouragement– caring one-on-one relationship.
Be a Model
Adults whom they like and respect for their behavior and attitudes.
Adults with a development of logical reasoning.
Be Careful of Stereotypes
Don’t assume that early physical developers will act more maturely than peers
who have yet begun to grow.
Don’t assume that physically attractive adolescents are intelligent and
responsible.
Don’t assume that unattractive or overweight adolescents are undisciplined,
irresponsible, or lazy.
Adult expectations of them, “We act like we are treated.”
Provide Opportunities for Youth to Take Initiative
Provide activities that teach-- self-motivating.
Let them assume responsibility for shaping their environment.
Provide consistent limits for acceptable behavior.
Give them enough structure so that initiative can most likely be met.
Relinquish the amount of control they can successfully handle and appreciate.
Involve Youth in Decision-making
Structure ways to give increasing amounts of autonomy
° in establishing rules
° in selecting and planning programs
° in negotiating individual and group contracts
° in selecting group rewards
° in actually conducting activities
° in evaluating the program
Balance youth autonomy and adult control as to capabilities of the individuals.
Allow as much control as they can manage.
Provide controls that are necessary to protect youth from harm due to their own
inexperience, but reduce adult-imposed controls as young people gain
experience and responsibility.
Make Peer Influence Positive
While peers do have an increasing influence on behavior, most adolescents retain
their family values.
Can be a motivator
° Make rules that govern behavior

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° Plan activities that require collaboration rather than competitive efforts.
° Set group goals and rewards that require cooperation.
° Plan activities where the peer group receives recognition for helping or
making a contribution.
° Engage groups in role-playing and simulation games.
° Peer counseling.
° Peer tutoring.
Tap Young Adolescents’ Desire to Make Commitments
Short-term goal or provide an honorable out.
Commitment should be of one’s own choosing.
“Choice” contributes to sense of personal autonomy.
Should be truly meaningful to them or to others.
Provide Safe Opportunities for Risk-taking
Risk-taking is a normal part of growing up.
Risk can help young adolescents grow, test their physical, cognitive and social
skills against reality and feel good about themselves.
Risk provides challenge. As long as the situation is not too threatening, risk-
taking provides help in motivating, is constructed to promote self-esteem
and protects them from physical or emotional harm.
Using Enthusiasm to Motivate Others
One of the best tools of personality development is enthusiasm. If you are really
excited about life, you will be bubbling over with enthusiasm. Enthusiasm is a way to
attract people so that they will become immediately interested in you and what you are
saying. Once you capture this enthusiasm, you will no longer be lonely.
Enthusiasm is a welcome commodity. Everyone needs it. It fills a personal demand. It
enhances the feeling of well-being. It inspires the efforts of others and helps them to renew
their efforts. It steps up their power-drive, as well as yours. It washes away
discouragement and gives a refreshing new desire to move ahead. It neutralizes
selfishness, anger and hatred. Enthusiasm inspires confidence. It establishes rapport
achieved in no other way, and because people need direction, they are attracted to the
enthusiastic personality.
How to Develop Your Enthusiasm
1) Have faith in yourself and others. “Faith,” as one psychologist puts it, “is
the inner core of self-confidence, optimism, and enthusiasm.”
2) Combat skepticism with positive thinking... then convert your thoughts
into action. Track down solutions instead of concentrating on the dire
consequences of defeat.
3) Smile– A smile is the most potent weapon. Take a tip from Mark Twain,
who said, “Wrinkles should merely indicate where smiles have been.”

53
4) Give generously of yourself. The enthusiast is fond of people, has time
to help others, and has energy to spare.
5) Focus on the advantages instead of dwelling on reasons why a project or
idea won’t succeed. Find ways to make it work!
6) Don’t let obstacles get you down. Beethoven was deaf. Edison was a
failure at school. Teddy Roosevelt was a physical wreck as a youth. Fanny
Crosby was blind. Helen Keller could not speak, hear or see. Booker T.
Washington overcame prejudice. All these people had one thing in
common– they were determined to succeed and believed that they could and
would succeed. It was enough to carry them on.
7) Rally others to your cause. Enthusiasts are born leaders. People are
drawn naturally and willingly to their enthusiasm and go-go-go.
You may be wondering how you can generate enthusiasm. Maybe you think you are not
the enthusiastic type. Well, you can believe it’s not true, because in every personality there
is a degree of enthusiasm. Would you like to build a higher degree of enthusiasm or would
you rather let the world pass you by? (That’s one of those choice situation questions
referred to earlier in this course, right?)
Here are some practical pointers that can help you develop enthusiasm:
Color everything you do or say– consciously ignite your smile, your “hello,”
your eyes and your words. Make your conversation sparkle. Color everything you do with
friendliness. Let the warmth and friendliness of your personality shine.
Know what you are saying or doing– shy or embarrassed people often speak
without thinking. Some nervous people feel that they must speak and become very
confused in their expression. To develop the depth of your enthusiasm, know what you are
saying and doing at all times.
Praise people. Be warm. Be kind. Be sincere. Compliment people for what
they do. Spread compliments in all directions. Wherever you are, whatever you are doing,
make someone feel your enthusiasm through praise. People hunger for praise. Praise is
power– but be sure you mean it.
Don’t be opinionated– enthusiastic people do not push their opinion onto people.
They stimulate listeners with the positive approach and at no time inflict personal beliefs.
Look for good things in and about people– refuse to listen to negative talk from
yourself or others. Don’t listen to gossip, jump to conclusions or harbor grudges. Doubts
promote misunderstanding and anchor personality to everything negative. Look for the
best in everyone.
Sleep well and eat properly– sleep and proper nutrition play a role in the brighter
personal approach to people. To ensure your best personality performance, keep physically
fit. Enthusiasm has its beginnings in the foundation that supports it. Keep well, sleep well
and you won’t have to be artificial about enthusiasm.
Find interests in common with others– decide what you are interested in and join

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a club that caters to your special interest. You will meet new friends and find a great boost
to your personality development.
Don’t worry– delete gossip and everything nasty in your life. Do not dispense
worry, anger or hate. Wash out everything negative from your life. Transmit happiness to
all. Remember the Pathfinder Law– “Keep a song in my heart.”
Be amusing, be happy– the enthusiastic person has a sense of humor. It bubbles
over from a fountain of friendliness. Be happy and make others happy.
Offer encouragement– nothing makes others see you as an enthusiastic person
better than your ability to encourage them. Listen to people. Help them with their
problems. Let them complain and get the misery out of their souls, and fill their aching
void with hope and courage and the feeling of success. Make them feel better because of
your presence, your interest and your encouragement.
Make others feel important– everyone wants to feel that she/he has a place in the
world, a place to be recognized. Through your enthusiasm, you can show others they are
important.
Render personalized attention– in the enthusiastic approach there is nothing
better than personalized attention. This attention must be defined. Talk and do in terms of
the other person’s understanding. Give pleasure. Make your friends know you care.
Fourteen Practical Values of Enthusiasm
1) Enthusiasm is a sign that you are no longer in a rut.
2) Enthusiasm permits no room for anything derogatory.
3) Enthusiasm helps you develop an attractive personality.
4) Enthusiasm is a gracious and genteel bid for attention.
5) Enthusiasm recognizes the values of everything.
6) Enthusiasm leaves no room for boredom.
7) Enthusiasm is a method of diplomacy and persuasion.
8) Enthusiasm is the key that opens doors and anticipates ideas.
9) Enthusiasm is a portrait of praise and indicates self-confidence and control.
10) Enthusiasm is a way to get others to want to help themselves to help you.
11) Enthusiasm establishes spirit and cooperation at little or no cost.
12) Enthusiasm leaves no opportunity for sarcasm.
13) Enthusiasm leaves no opportunity for anger, sadness or hate.
14) Enthusiasm makes other people feel good, too.
Apply Your Enthusiasm
People who live enthusiastically possess a mystic quality that most others find attractive.
Such people are human dynamo-- alert, active, enterprising, always excited about some
new venture or endeavor. This can be YOU.
Obviously they are picturesque, powerful personalities, potential leaders, with vital,
inquiring minds. What they do they undertake with zest and enthusiasm. They cannot fail

55
to create a good impression either in the social or business worlds.
If you are enthusiastic and want to make friends, by all means show it. Do not stifle that
important and attractive quality under the blankets of reserve and self-consciousness.
Stabilize Your Enthusiasm
· Place new ideas immediately on paper. Work out a plan of action. Put
your ideas to work. Ideas are a stimulant to enthusiastic living and give you
new power.
· Permit controlled excitement to mount in you. It raises your energy level.
· Utilize action to step up body function. Ideas don’t just happen. Someone
makes them happen, and someone puts them into action.
· Keep an “anticipation pad.” Write down all ideas that come to you. Leave
the idea for a few hours while your subconscious thinks it over, and then
work on it again.
Add This Last Ingredient Now
In achieving goals enthusiastically, it is vital to know what is most valuable and important
to you. When you know what you want, go after it. Don’t get bogged down in details.
Don’t be anchored by waste or boredom. If you want to find happiness and have peace of
mind, become enthusiastic.
Notes:

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b. Communication Skills– 2 hours
Objective
To learn how to effectively communicate with individuals of all ages.
Explanation
Participants will acquire a fundamental understanding of the communication process in
effective and meaningful interpersonal relationships by involvement in group discussion
and activities that will facilitate the development of personal skills in:
A. Communication Process 40 minutes
1. What Communication Is
2. Five Levels of Communication
3. The Conversation-angle of Communication
4. Barriers to Effective Speech
5. Rules for Effective Speaking
B. Active Listening 40 minutes
1. The Listening Angle of Communication
2. Barriers to Effective Listening
3. Effective methods of Listening
4. Rules for Effective Listening
5. Solving Conflicts
C. Feedback 20 minutes
1. Feedback as the Process of Providing Information
2. Two Distinct Types of Feedback
3. Getting Help from Feedback
4. When Feedback Can Best Be Given
5. When Feedback Can Best Be Received
6. How to More Effectively Give and Receive Feedback
7. Feedback Process
8. The Feedback Model
D. One-way Communication 10 minutes
E. Two-way Communication 10 minutes
A. Communication Process 40 minutes
1. What Communication Is
We often assume that if someone’s lips are moving, communication is taking place.
It involves more than talking. It is the receiving or listening process, as well. To this
twofold process we should add a third dimension– understanding. Frequently we think we

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understand what someone is saying, but what we hear is not what she/he meant. We want
other people to listen to and understand what we have to say.
2. Five Levels of Communication
In his book Why Am I Afraid to Tell You Who I Am? author John Powell describes
five levels on which we can communicate. Understanding these five levels is essential.
· Level 1-Small Talk. At this level shallow conversation takes place, such as, “How
are you?” “What have you been doing?” “How are things going?” Such
conversation borders on the meaningless, but it can sometimes be better
than embarrassed silence. When communication remains on this level, it is
boring and leads to frustration and resentment in relationships.
· Level 2-Factual Conversation. At this level information is shared, but there are no
personal comments along with it. You tell what has happened but do not
reveal how you feel about it. Men are more apt to settle for this level than
women, as they are often less able to express their feelings.
· Level 3-Ideas and Opinions. Real intimacy begins here, for on this level you risk
exposing your own thoughts, feelings and opinions. Because you feel free
to express yourself and verbalize personal ideas, your partner has a better
chance to know you intimately.
· Level 4-Feelings and Emotions. Communication at this level describes what is
going on inside you, how you feel about someone else or a situation. You
verbalize feelings of frustration, anger, resentment or happiness. If you
honestly share with someone else in a give-and-take manner, showing
interest in his/her feelings, as well as in expressing your own, this will
enrich and enlarge your relationship. You will feel worthy, noticed, loved
and appreciated. You will gain flashes of insight into your friend’s
character that will give you real understanding of how she/he thinks and
feels. A good combination is to alternate between the levels of
ideas/opinions and feelings/emotions.
· Level 5-Deep Insight. Rare insightful moments will occur when you are perfectly
in tune with another in understanding, depth and emotional satisfaction.
Usually a peak experience or something deeply personal is related.
Communication about such experiences often makes a deep impression on
both parties and enriches the relationship. Mutual sharing of personal ideas
and feelings is the ultimate goal in communication especially in mental
relationships.
For thought: What level of communication occurs in your relationships now? Do you want and need a
deeper and more intimate sharing?
3. The Conversation-angle of Communication
We spend approximately 70 percent of our waking hours in communication–

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speaking, listening, reading or writing. Thirty-three percent of this time is devoted to
talking. This element of our time becomes very important, for talk brings people together
in a relationship.
The avenue of speech goes beyond the exchange of words or information. Through
talking we can express our feelings, convey our emotions, clarify our thinking, reinforce
our ideas and make contact with others. It is a pleasant way of passing time, getting to
know one another, releasing tension and expressing opinions. The most basic function of
speaking, then, is not the giving of information but the establishing of a relationship with
others. The quality of this relationship will depend a great deal on the ability of each
person to express themselves verbally.
4. Barriers to Effective Speech
The “solution sender” weighs down his speech with orders, directions and commands.
“Get over here.” “Hurry up.” Warning and threats comprise more solutions. “If
you ever do that again, I’ll...” Another is moralizing. “Don’t you know enough not
to...” Most of us resent being told that we must, should, or had better do
something.
Many of us resort to “put-downs” in spite of the fact that we know what it feels like to
be put down. Put-downs judge, criticize and blame: “That’s not a bad idea,
considering you thought of it.” They name, ridicule and shame: “You’re a slob.”
They interpret, diagnose and psychoanalyze: “You only say that because...” They
attempt to teach and instruct.
Then there is the “corrector.” For example, while the club member tells a story to
friends, his leader helps him keep the facts straight:
“We left on Wednesday night...”
“No, I think it was Thursday night just before the holiday.”
“OK, we left Thursday right after we got home from school.”
“No, it was late that evening when we got away.”
“Well, anyway... oh, you tell it...”
“No, you’re doing fine.”
A corrector has a compulsion to concentrate on proper reporting. Such remarks are
often attempts to draw attention to self, and they show a lack of sensitivity in
allowing someone else to tell a story the way one perceives and remembers it.
The “monologuer” has the compulsive need to talk and frequently insists on having the
last word. She/he can’t bear to be corrected and so maintains a know-it-all attitude.
Often monologuers have a desperate need to be popular, but the more they
monopolize conversations, the more they bore others and cut themselves off from
forming close attachments.
The “silent treatment” uses silence as a weapon or a form of control. When a male is
silent, strong emotions, such as fear or anger, are building up inside. A female
usually uses silence to get even for some injustice done to her or when she reaches

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the stage of total despair and desperation. The silent treatment may be given
because one person refused to listen last time, or the silent one may be suffering
from a deep hurt. Some Christians feel that it isn’t right to say what they think.
But bottling this emotion takes its toll physically, mentally and spiritually.
5. Rules for Effective Speaking
Choose the right time to communicate to your friend. Your subject may
be well-taken, but your timing may be off. If you have something
personal from levels three or four to share, don’t unload just as your
friend walks in. If you want to talk with your friend in an intimate
way, select a time when your friend can respond pleasantly.
Develop a pleasant tone of voice. It isn’t always what you say, but how
you say it that counts. It is soothing to be around someone with a
soft, calm voice. Make sure you are easy to listen to.
Be clear and specific. Many misunderstandings arise from muddled talk.
Try to think as you speak, and state clearly what you mean. You
can solve the problem of muddled communication by making “a
statement of intent.” For example, “I would like to invite the
Browns over for dinner Sunday. Do you mind?”
Be positive. In many homes, eighty percent of all communication is
negative. These families become so used to hearing fault-finding,
blaming, judging, name-calling and other negative elements that
such behavior becomes normal. Be less negative and more positive
and appreciative.
Be courteous and respectful of your friend’s opinion. You can do this
even when you don’t agree. Care as much about their comfort as
you do about your own. And, be willing to listen. You should talk
no more than fifty percent of the time.
Be sensitive to the needs and feelings of your friend. Develop patience
and sensitivity in responding to what your friend says. If your friend
hurts, you can understand the hurt and even hurt with him/her. Tune
into the needs and feelings of fear, anger, despair and anxiety of your
friend. Likewise, if your friend is happy over a new development,
enjoy that happiness with him/her.
Develop the art of conversation. Conversation is an art, and
opportunities to develop it should be encouraged. Discussion on
interesting topics enriches a relationship.

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B. Active Listening 40 minutes
1. The Listening Angle of Communication
“Faulty listening,” says one psychoanalyst, “is usually at the root of most
communication problems. Sometimes it merely causes annoyance or irritation. But when
a person is talking about something important, trying to get a problem resolved, or seeking
emotional support, poor listening can have disastrous results.”
Yet, most of us prefer to talk rather than listen. We enjoy expressing our ideas and
telling what we know and how we feel about things. We expend more energy expressing
our own thoughts rather than giving full attention when others are expressing theirs.
Listening seems like such a simple thing to do; yet, most of us are poor listeners because
listening is hard work.
2. Barriers to Effective Listening
The “bored listener” has heard it all before. When someone rehashes complaints about
his job, you may think, “Here we go again,” and put your brain in neutral. But on
the rare occasion when they say something new and look to you for support and
encouragement, they probably won’t get it.
A “selective listener” picks out bits and pieces of conversation that interest him and
rejects the rest. For instance, you may be doing something while your friend is
talking. Most of what they say goes in one ear and out the other, but when they
mention something that vitally affects you, you become all ears. Other people do
not want to hear anything disagreeable, upsetting or different. We do not gain
anything by rejecting what we do not wish to hear. In many situations we need all
the facts in order to make a decision.
A “defensive listener” twists everything said into a personal attack on self.
Those who interrupt spend their time forming a reply to what they hear; they do not pay
close attention to what is being said. Interested only in their own ideas, they pay
little attention to the words of others and wait only for a split second when they can
break in with, “Oh, that’s nothing. You should hear what...” Or, “That reminds me
of...”
3. Effective Methods of Listening
Emphasis on effective listening is not new, but until recently more emphasis has
been placed on the ability and willingness to speak freely than on effective listening.
Today, however, some schools teach listening skills along with the “three R’s.”
Corporations are encouraging employees to take certain courses to improve their listening
skills. Family counselors are teaching people to listen within the family circle. Following
are some techniques suggested by a collection of experts to help you and your friends

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enhance your listening abilities.
· Be alert to body language. We communicate by the spoken word, but we also
communicate by what we do not say. Fifty-five percent of what we
communicate is expressed through facial expressions– a pout, a sigh, a
grimace or a squint of the eyes. Such body language speaks louder than
words. Other nonverbal messages are caught through body postures or
gestures– a nervous tapping of the foot, tightly clenched teeth or a motion of
irritation. Such behavior patterns offer keys to feelings behind the words
and set up barriers before conversation begins.
· Be a door-opener. A good listening technique is found in responding with a “door
opener” or the invitation to say more. These responses do not communicate
any of your own ideas or feelings, yet they invite your friend to share their
thoughts. Some of the simplest “door openers” are: “I see.” “You don’t
say.” “Tell me more.” “I’d be interested in your point of view.” “Tell me
the whole story.” In this way you encourage the other person to talk and do
not give the idea that you can hardly wait to snatch the conversation away.
They convey respect by implying: “I might learn something from you. Your
ideas are important to me. I am interested in what you have to say.”
· Listen actively. “Deliberate listening” is the ability to process information,
analyze it, recall it at a later time and draw conclusions from it, but “active
listening” hears the feelings of the speaker first and processes information
secondarily. Both deliberate and active listening skills are necessary in
effective communication, but listening with feeling is far more important in
relationships.
Active listening is particularly useful when you sense your friend has a problem,
such as anger, resentment, loneliness, discouragement, frustration or hurt. Your first
reaction to such feelings may be negative. You may want to argue, defend yourself,
withdraw or fight back. But in active listening you catch what has been said and then
restate what you think the feeling is, not the facts that have been stated.
4. Rules for Effective Listening
Maintain good eye contact. Focus your full attention on your friend.
Sit attentively. For a few minute act as if nothing else in the world
matters except hearing what your friend has to say. Block all other
distractions from your mind. Lean forward in your chair.
Act interested in what you are about to hear. Raise your eyebrows, nod
your head, smile, or laugh when appropriate.
Be attentive and listen with appropriate phrases to show agreement,
interest, and understanding. Your friend wants to know that you
understand the ideas he’s presenting. Try to think through what he

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is saying and fit it into your own experience.
Ask well-phrased questions. Give encouragement by asking questions
that illustrate your interest.
Listen a little longer. Just when you think you are through listening,
listen.
Personal activity:
Do you have a communication problem? During the next week, focus your
attention not on your friends’ failures but on your own. Being aware is only the first step.
Next, set about to correct the problem. And finally, follow through in an attempt to
upgrade your communication with your friends. If you are uncertain whether a problem
exists, ask your friend what they dislike the most about the way you talk or listen.
5. Solving Conflicts
Conflicts in relationships are inevitable. People view things differently, and
relationships would be very dull in they didn’t. However, out of these differences
disagreements and conflicts arise that can result in highly emotional states of frustration
and anger.
Often, people view conflict with horror, believing it threatens their relationship. This
misconception causes some to avoid conflict by refusing to acknowledge its presence, by
running from it, and by forcing feelings underground. But ignoring conflicts does not solve
them. In fact, serious problems sometimes develop when problems are bottled up inside
and are not released. A few simple rules can lead to constructive problem-solving.
· Choose the best time and place. It is best to keep calm when handling conflicts,
but if either of you is angry or unreasonable, then postpone the discussion.
Don’t delay it for too long, however, and if your friend does not bring up the
issue again, then you take the initiative to solve the problem. Guard against
unnecessary interruptions when discussing major issues.
· Say it straight. State your feelings openly and respectfully through the effective
use of I-messages. Speak directly, clearly and concisely without anger.
Include reasons why you feel the way you do. Explain how you think the
problem can be solved and what is at stake. Speak calmly and in as
controlled a manner as possible, lowering your voice rather than raising it.
· Stay on the subject. Stick with one problem until you solve it. The more
problems brought up at one time, the less likely that any of them will be
solved. Make a rule that additional problems cannot be brought up until the
first one has been dealt with. Avoid dragging up old scores and arguments.
Agree that if the accusation is more than six months old, it is inadmissible
evidence.

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· Show respect. You may not agree with your friend’s position; in fact, you may be
violently opposed. However, you can still respect his right to have his
opinion. Here are some no-no’s: name-calling, wild threats, put-downs
concerning appearance or intelligence, physical violence, yelling and
interrupting. Words spoken in anger can never be recalled. Nothing can
erase the effects of a threatening ultimatum or bitter remarks spoken in
anger. Speak and listen with respect.
· List possible solutions. When feelings have been described constructively and
openly, you will see the issues at stake and work out rational alternatives.
Brainstorm every possible solution, regardless of how far-fetched it may
seem. But do not appraise them at this time.
· Evaluate the solution. Once all available information has been aired, the two of
you can make an intelligent choice as to the course of action most likely to
succeed. Go back through the list and share thoughts on the consequences
as you evaluate each solution.
· Choose the most acceptable solution. Commit yourselves to choosing the solution
closest to meeting the needs of the one hurting the most. This choice may
take a good measure of negotiation and compromise. Winning should not
be the goal, because where there is a winner there must also be a loser, and
no one likes to lose.
Solutions can be reached by one person yielding, by both compromising or
by one giving in to the other rather than just giving in. Take care to see that
one of you does not always do the yielding. It takes two to make a conflict
and two to resolve it. Giving in to another in the midst of conflict takes real
maturity, because in effect, you are admiring that your analysis of the
situation was wrong and that you are now ready to change your mind.
· Implement the decision. Decide who is to do what, where and when. Once you
reach a decision, remember that two persons often perceive agreements
differently. Only friendly negotiation can solve some conflicts. Often if one
gives in, the other feels resentful and may be in a very bad mood for the rest
of the day, refusing to speak. The other person can be just as stubborn.
Each feels justified in supporting his or her own decision. But does it really
matter who is right and who is wrong? Friends who care about each other
should be able to work things out according to how important each one
considers his or her needs at the time. A solution can be reached more
easily when each person is willing to see the problem from the other
person’s viewpoint.
When Your Friend Breaks the Rules:
Although you may try to avoid arguments, you will occasionally be drawn into
them. When you see one coming, you can prevent it by following a simple formula.
Rather than responding with words that throw you into the heat of battle, choose not to

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argue.
If your friend reads something hostile into a perfectly legitimate request, choose not
to argue but state calmly and reasonably: “I’m sorry it sounded like that. What I meant to
convey is that...”
If your friend has a special gift for sarcasm, tell him openly: “It hurts me to hear
remarks like that about me. I know I do things that hurt you, also, but let’s try to avoid
such things in the future.”
If your friend is a faultfinder, don’t defend yourself. Instead, take notes on your
“sins.” When they have gotten it all off their chest, say something like this: “OK, let’s go
back to the first thing you mentioned. If I’m really at fault here, I’m willing to talk it over
with you. I’ll ask the same of you, too.”
When a friend makes a ridiculous exaggeration, rather than correcting the
statement, try: “I know this upsets you and that you feel it happens too often. I’ll try not to
let it happen again.”
Unfair fighting techniques can destroy a relationship, but when your friend forgets
and breaks the rules, you can learn to stay reasonable. Choose not to argue, but calmly and
quietly confront your friend with the reality of the situation. With controlled aggression,
reassert your own thoughts, feelings and convictions. You can avoid many potential
arguments by choosing not to argue and by responding in a reasonable, concerned and
tactful manner.
C. Feedback 20 minutes
1. Feedback as the Process of Providing Information
( What is feedback?)
Feedback is the process of providing information through which a person can
discover the impact of his actions and words upon individuals or the group.
Since each person’s behavior is their response to another person’s actions and words, as
they interpret them in light of their background, experience, attitudes, values, etc., it is
possible that they often misunderstand or misinterpret your intentions toward them. There
is no way we can truly know what feelings we have aroused in the person unless they tell
you. We may guess, but their feelings are personal, deep inside, beyond our command.
We have no chance of changing what they feel unless the feelings are shared, prompting
you to change your behavior and communicate with them more closely your intended
message. Without feedback, a distortion between your intentions could grow into an
unnecessary argument or disagreement.

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2. Two Distinct Types/Categories of Feedback
Unplanned Feedback
Unplanned feedback may emerge in a number of ways:
· Conscious– nodding assent
· Unconscious– nodding asleep
· Spontaneous– “Thanks a lot”
· Solicited– “Yes, it did help”
· Verbal– “No”
· Nonverbal– leaving the room
· Informal– hand-clapping
Planned Feedback
· Reflection– The group appoints a process observer who does not engage in
the group task but watches how the group goes about its task and for
the impact of different actions by group members. The group allows
time for him to ask questions about things that seem significant to
him. The group reflects and discusses these situations as they wish.
· Self-analysis– Tape recorders or video tapes are used, and the person has
an opportunity to hear or see the impact of his behavior on others.
· Coaching– A fellow member observes another member in action and then
coaches him on how he can be more effective.
· Personal feedback– This is most direct and effective if given with the
intention of helping. A number of guidelines have been developed
to help in giving and receiving feedback.
3. Getting Help from Feedback
Reinforces-- Feedback may confirm behavior by encouraging its repetition.
“You really helped when you clarified.”
Correction-- Feedback can help bring behavior in line with intention. “It would
have helped me more if you had stood up to talk.”
Identifies-- Feedback may help identify persons and their relationships. “Joe, I
thought we were enemies, but we’re not, are we?”
Descriptive-- It is descriptive rather than evaluative. By describing one’s own
reaction, it leaves the individual free to use information as he sees
fit. By avoiding evaluative language, it reduces the need for the
individual to react defensively.
Specific-- It is specific rather than general. To be told that one is
“dominating” will probably not be as useful as to be told, “Just now
when we were deciding the issue, you did not listen to what others
said, and I felt forced to accept your arguments or face attack from
you.”
Appropriate-- It takes into account the needs of both the receiver and giver of

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feedback and can be destructive when it serves only our own needs
and fails to consider the needs of the other person.
Usable-- It is directed toward behavior which the receiver can do something
about. Frustration is only increased when a person is reminded of
some short coming over which he has no control.
Requested-- It is solicited rather than imposed. Feedback is most useful when
the receiver himself has formulated the kind of question which those
observing him can answer.
Timely-- It is well-timed. In general, feedback is most useful at the earliest
opportunity after the behavior (depending, of course, on the person’s
readiness to hear it, support available from others, etc.).
Clear-- It is checked to insure clear communication. One way of doing
this is to have the receiver try to rephrase the feedback he has
received to see if it corresponds to what the sender had in mind.
Accurate-- When feedback is given in a training group, both giver and
receiver have opportunity to check with others in the group the
accuracy of the feedback. Is this one man’s impression or an
impression shared by others?
4. When Feedback Can Best Be Given
· In an atmosphere of trust where there is a trusting, warm relationship.
· With concern for the other person as an individual.
· In small bits.
· By being sensitive to its reception.
· When it is timely and appropriate.
· As experience rather than supposition or interpretation.
· When motivated by accepting affectionate, helping impulses.
· When it is specific and derives from the group experience.
· When it is kept within the group.
· When it is requested and wanted.
5. When Feedback Can Best Be Received
· When one is open and ready to receive it, as when it is requested.
· When one is ready to change.
· From a person who is respected by the receiver.
· When one’s filters are bypassed as much as possible.
· When one is least defensive.
· When it is verified by others in the group.
· When one feels trusting of the group.
· When it does not violate one’s personal integrity.
· When one is free to reject it if they wish.

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· When it is truly meant to be helpful and not punitive.
· When it is directed toward behavior one is able to change.
· When it describes what the person is doing rather than placing a value
upon it.
For example– “When you yell at me, it makes me feel that I don’t want to
talk to you anymore,” rather than–“It’s awful for you to yell at me.”
6. How To More Effectively Give and Receive Feedback
· Have deeper personal relationships.
· Have more satisfying personal relationships.
· Learn of one’s impact on others.
· Increase the validity of one’s communication.
· Align self-image with reality.
· Become more open to new experiences.
· Become more unique or differentiated as an individual.
7. Feedback Process
Leveling– Letting another person or persons know how I feel about myself.
“I feel tired.” “I feel bored.” “I feel happy.”
Confrontation– Letting another person or persons know how I feel about them.
“I’m trying to be helpful by explaining it.” “When you... I feel cut
off.”
Encounter– A relationship of dialogue between persons in which both are leveling
and confronting.
8. The Feedback Model
Helpful feedback requires a person to be aware and in control of his
feelings. A model for giving feedback is “When you... (state behavior), I
feel...” This provides data for the other person or group without arousing
their defenses and leaves them free to deal with it as they choose.
D. One-way Communication 10 minutes

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Diagram 1
Instructions: Study the series of rectangles below. With your back to the group, you are to
direct the participants in how they are to draw the figures. Begin with the top figure and
describe each in succession, taking particular note of the relationship of each to the
preceding one. No questions are allowed.

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E. Two-way Communication 10 minutes
Instructions: Study the series of figures below. Facing the group, you are to direct the
participants in how they are to draw the figures. Begin with the top figure and describe
each in succession, taking particular note of the relation of each to the preceding one.
Answer all questions from participants and repeat if necessary.

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c. Creativity and Resource Development– 2 hours
Objectives
To provide participants with a knowledge of the way individuals learn and assimilate
information.
To give participants opportunities to discover the value of appropriate resources for
teaching the curriculum and ways of obtaining and using effective resources.
To provide participants with information on the value and significance of creative worship
segments in the program.
Explanation
Course participants will study four main areas:
A. Ways Individuals Learn 20 minutes
1. How We Perceive Information
2. The Perception Process
3. Essentials of Effective Teaching
B. Developing Creative Teaching Resources 15 minutes
1. Types of Resources
2. Factors Which Affect Resources Selection
3. Developing a Resource File
C. How to Develop Creative Worships 55 minutes
1. Developing Positive Attitudes Toward Worship
2. Creativity in Worship
3. Places and Times of Worship
4. Developing a Creative Approach to Worship Preparation
D. Developing Creativity Through AY Honors 30 minutes
1. Purpose of Teaching AY Honors
2. Exploring the Interests and Creativity of the Individual
3. Teaching AY Honors
A. Ways Individuals Learn 20 minutes
1. How We Perceive Information
It is a fact that people learn in two basic ways: through information and through
experience. Some programs have been developed to incorporate both facets of learning.
Individuals gain knowledge of God, their world, and themselves through talks, readings,
audiovisuals and discussion. They also gain knowledge by being involved with people,
visiting places and participating in events and activities.

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Learning is a never-ending process. People will always be searching for and sorting out
information, experimenting and testing, and making decisions about alternate choices.
2. The Perception Process
Educators know that there are two major differences in how we learn. The first is
how we perceive information; the second is how we process it.
We all perceive things differently. We take things in a different way. Some people tend to
sense and feel their way through material, while others think things through in a logical
fashion. Those who sense and feel usually focus on the actual experience; they get
involved in the concrete reality. Those who think through the experience usually focus on
the abstract; they analyze what’s happening and reason it through.
The second major difference in how we learn is how we process experiences and
information. Some of us jump right in and try something new, while others are more
content to watch what is happening. Some are watchers some are doers! Both ways of
processing information and experience are equally valuable.
There are several principles that relate to the process and mechanisms by which an
individual learns:
Motivation– Learning is more likely to occur when an individual is motivated.
They need to have the desire to learn– to feel expectant and curious. This
sense of motivation needs to be true for the teacher, as well as the students.
Practice– Repetition facilitates learning. Good teachers realize the value of
practice and revision. But purposeless repetition may be harmful and
useless.
Past Experience– Past experiences contribute to efficiency in learning. They are
the basis for present and future responses to information at hand. New
experiences will be integrated with old ones and will help forge new
insights. Learning experiences need to be as enjoyable as possible so
individuals can call on past experiences and see them as valuable and
memorable.
Level of Maturation– Learning happens more readily and is usually more
enduring when the activity is appropriately geared to the learner’s physical
and intellectual level.
Activity– Learning is an active process because it is accomplished by the learner,
not automatically by some kind of transmission from the teacher. Simply
receiving information from a teacher is not enough– telling is not teaching.
Activity is essential for learning. Experiences and exercises need to be
provided and presented in such a way as to stimulate activity.
Reinforcement– The possibility that learning will occur is greater when different
ways of responding or behaving are followed by different conditions. Club

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members should be given opportunities to share their discoveries to
reinforce the principle or idea being studied.
Transfer of Learning– Behavior or responses learned in one situation may
transfer, or be applied, to other situations. People need to be encouraged to
find the principle or general idea in the provided information and then
discover and discuss other ways of applying that same principle to future
situations.
3. Essentials of Effective Teaching
Rather than relying on one or two specific teaching procedures, effective teachers
will use a variety of methods, as occasions warrant, during a single class period. There are
many features that can help to make a lesson more effective:
Aim of Lesson– For a lesson to be effective, both teacher and student must know
what they expect to accomplish. The aim of the lesson must be clearly
stated and be achievable in the allotted time. A specific aim, succinctly
stated, gives direction and purpose to the lesson, provides the necessary
basis for choosing content and teaching procedures, and is the criterion by
which progress in learning may be assessed.
Materials selected for the lesson is largely governed by the aim, which
determines, for instance, whether the lesson will emphasize learning facts,
practicing skills, fostering appreciations, solving problems, developing
attitudes, and so on. Obviously, decisions concerning the kind, amount and
difficulty of the materials that can be handled in a given lesson are
influenced greatly by people’s readiness and their previous performances
with similar learning experiences.
Presentation of Learning Methods– To facilitate learning, new materials
generally need to be presented in a coherent, sequential fashion and
illustrated and applied in many ways. Comprehension increases if material
is organized so that all vital relationships can be perceived and if the
connection between new and past experiences is clearly indicated. A
preliminary overview is helpful in this type of learning experience.
Teachers also need to be aware of the influence and effect of the quality of
their voice. Careless, colorless, slow, monotonous, hurried, nervous, loud,
or raucous speech tends to dissipate the person’s attention.
To get people involved in the lesson, teachers need to use a variety of
creative resources. Discussions, questions, participant demonstrations,
mime, forums, quiz sessions, and debates should appear on the list of

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possible teaching resources.
Learning Atmosphere– The attitude and behavior of the teacher can have a
significant effect on the kinds of behavioral patterns the participants exhibit
and develop-- and hence on the group learning climate. The teacher’s
personality and disciplinary measures, together with his awareness of and
ability to minister to the psychological and instructional needs of the
participants, are important factors in creating an atmosphere conducive to
happy and efficient learning.
Teachers should also know that there are several environmental factors that
will influence the learning atmosphere:
· Sound– Learning will be affected by the amount of sound in the room. It
may be incredibly noisy or deathly quiet. There may be humming
sounds, banging sounds, or voices. It may be pleasant background
music or harsh industrial noise. The sounds may be erratic or
constant. Sounds influence people differently. Some people learn
best in total silence, while others prefer background noise.
· Light– The amount of light may also influence learning. Some learning is
most effective under bright lights, while other learning periods may
occur in the evenings around a fire. Some things are best learned in
an outside setting, while other situations call for an indoor setting.
· Temperature– Room temperature can influence people’s abilities to
absorb and assimilate information. If the room is too hot, people
become uncomfortable; if the room is too cold, people tend to
concentrate their energies on getting warm.
· Seating Arrangement– Seating arrangement may have a marked effect on
the success of the teacher’s presentation. If the seated are in rows
and people are unable to see what is happening up front because of
someone seated in front of them, they will become easily distracted
and bored. However, if the chairs are set in a circle, allowing
everyone to see each other, the presentation will usually be more
successful.
Teaching Aids– There are hundreds of teaching aids that, if used properly, can
facilitate learning. Almost any object can be selected to illustrate a point in
the lesson; however, the emphasis here is on selection. Considerable
thought needs to be given to the appropriate aid for the time.
Being Creative– One of the most important aspects of learning is creativity.
There is an urgent need for creative teachers who will present their material
in an exciting way. Students will learn to love what they enjoy doing, and

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learning can be enjoyable!
The chances of its being enjoyable will increase if a teacher emphasizes a
creative approach to the lesson. Try several different approaches, and
attempt something new!
B. Developing Creative Teaching Resources 15 minutes
Individual class requirements form a part of a total package of information and
experiences designed to encourage participants to develop their full potential. Each
requirement generally allows for a variety of teaching methods. However, teachers need
not feel restricted in teaching the requirements. A good teacher will evaluate the
requirement, class, venue, and other factors, and then choose the most effective teaching
method, including the use of appropriate teaching aids.
Teachers need to be aware of the value in developing effective teaching resources that they
can use to assist them in completing the requirements. They need to assess what they have
on hand, what they can call on, and what they may need to find in order to meet their
needs.
1. Types of Resources
There are many places where teaching resources may be found:
Personnel– People are one of the most valuable resources to the club leader.
Many people have chosen a specialist profession or career and are often
more than ready to share their expertise. Doctors, engineers, nurses, and
trades people may, and should, be used to teach selected requirements.
Teachers may be able to find members of their church or community who
have a special interest in some area of life-- e.g., social concerns, nature,
etc. Others may have an interesting hobby or craft which they can share.
Some people may have chosen a special area of study and may be willing to
share in specialized classes-- e.g., church history, sex and dating, church
doctrines, etc.
These people are valuable resource personnel! A personal presentation by
these specialists will probably be the most effective and helpful to the class
situation. However, teachers should remember that a cassette or CD, video,
or other audiovisual will also serve the purpose if a person cannot be there
in person.
Places– Most clubs will be close to many venues that can provide excellent

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resources for classwork. Schools, both primary and secondary, may be able
to offer assistance. Tertiary-level schools often have small research
museums available. Specialized clubs, libraries, hospitals, government
offices, and special training centers may also be available. Museums, art
galleries, and culture centers can often help the enquiring teacher. Parks,
gardens, factories, and tourist bureaus may offer excellent materials– just
the things to make the class a real winner.
Materials– Teachers should also recognize the value of the written word.
Books and articles are probably the handiest source for information and
pictures; magazines and periodicals are also valuable in this area.
Videos, cassettes, CD’s, DVD’s, and the Internet are popular and valuable
as teaching resources. Teachers need to keep a current file of what is
available from video companies and rental stores and select appropriate
materials to fit the various requirements and their objectives.
2. Factors That Affect Resource Selection
There are several factors that should be considered when choosing resources for a
particular class or lesson theme:
Venue– The place where you meet regularly for your program will have some
bearing on your choice of resources. If you meet in a large open hall with
lots of room, you will be able to use certain types of resources that would be
less effective in a small, crowded room. If you can’t darken your room for
showing films, they cease to be an important resource. On the other hand, if
a particular film is critical to your program, you will need to find another
suitable meeting place for the occasion.
It may also be important to evaluate the security of your room and consider
whether the hall has enough space and security for all your material
resources.
Number of participants– The number of participants in your care will also
affect the number and style of resources you use. If your class is small, you
will not need as many resources as you might need for a larger class.
However, variety and creativity are extremely important, and you need to
provide as many new experiences for your class as possible.
Qualifications and experience– If you have been assigned to teach a class, your
choice and selection of resources will probably reflect your experience in
the teaching area. If you are a new teacher, you may be unsure just where to

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start! You may need to call on more experienced teachers and get their
guidance and help. Ask them, as resource people, to take some segments
for you. You may be able to find a qualified school teacher who can help
you select materials.
3. Developing a Resource File
When you, as the teacher, see the area you need to care for, you can then start
building a resource file that can be expanded each time you discover something new.
Write down any ideas you get and file them away. When you see a book that you think
would be valuable, ask your club to purchase it for you. Copy down the names of any good
films you see, speakers you hear, and games you play. Even if you can’t use a particular
resource immediately, it may eventually be just what you need. Keeping a current file of
great things and ideas is an invaluable practice.
C. How to Develop Creative Worships 55 minutes
At the heart of every Christian is a relationship– a relationship with Jesus Christ.
This relationship will usually be expressed in some form of praise, often with a group of
people who think about Jesus in a similar way. We usually call it worship, because it
centers around a person’s need to be alive and dynamic. Participants will value and enjoy
their involvement in praise and celebration if they sense that someone has put effort into
making it fun and meaningful.
Enjoyable worship periods address two major factors– attitudes and creativity.
1. Developing Positive Attitudes Toward Worship
Young people need to learn things besides facts and skills– they need to develop
healthy attitudes. Attitudes largely determine what youth learn. Attitudes determine not
only a person’s willingness to learn but also how the knowledge will be used. Since a
teacher’s goal is to provide knowledge that young people can and will use, being sensitive
to attitudes is critical.
Developing positive attitudes is a fundamental concern for the teacher for many reasons:
No one can be forced to learn anything if he/she does not want to learn.
Even if people learn and discover important things, the primary concern of
continuing learning is lost when they do not develop positive attitudes.
Vocational choices are largely dependent on attitudes.
Application of ideas, in a large measure, depends on positive attitudes.
Positive attitudes will reflect favorably on the teacher and on the club as a whole.

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The basic way to help individuals develop positive attitudes toward worship is to
provide pleasant experiences for learning about God, themselves, their world and their
church. We are all willing to give time, effort and money to activities that we enjoy. We
avoid and put off those things that are unpleasant. Our favorite activities are usually ones
we do successfully and comfortably and that bring us in contact with people we enjoy. The
implication for teachers is clear! Worship needs to be an enjoyable time– able to provide
good memories.
Further, the teacher’s outlook on worship as an important, dynamic, and valuable time must
be real and genuine; his/her attitude toward his class members must be sympathetic and
understanding; their interest in learning must be great; and their enthusiasm for teaching
must be sincere. If the teacher’s attitudes or interests are less favorable or the same as those
of the student, no one will generate enthusiasm, and genuine creative worship demands
enthusiasm.
Teachers will learn to make worship more significant and develop greater positive attitudes
to worship by setting out to:
· Develop an appreciation for the nature of worship. Understanding its
components, its themes, and its focal point, who is God.
· Nourish curiosity in all aspects of worship. Provide opportunities to discover new
ideas; make each worship time significant for the participants; assign open-
ended questions and problems for thought and exploration.
· Build loyalty and confidence in God. Be a person people can accept and want to
associate with; work with patience and kindness so that time spent together
is meaningful and successful.
· Make worship times a pleasure. Present the material so that it can be understood;
use a variety of materials and methods that provide student participation in
discovery and discussion.
· Nourish respect for worship times. Stress the times and things the participants
involve themselves in during worship periods; avoid punishing or
humiliating them in worship settings.
2. Creativity in Worship
Worship offers unique opportunities for creative and original thinking. It centers on
a relationship, and there are endless ways to strengthen and deepen relationships. Teachers
will discover a freshness and excitement in the club’s worship segments if they have room
for creative activities.
The leader can encourage members to investigate and explore by providing materials,
topics, problems, reading matter, games, etc. Any discovery in an individual’s relationship
with God should be recognized and encouraged. Often, members need time and solitude to

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bring creativeness to the surface, and freedom for independent work and expression should
be provided in the worship periods whenever possible. It is important, too, that the
“climate” makes the individual feel their qualities are valued by other members of the
group, as well as by the teacher, and feels enough confidence in his relationship with others
to be different and express his own ideas.
If students are only given facts and rules in worship, then the teacher has no reason to
expect creative thinking. If teachers think there is only one solution to a problem or only
one way to describe an idea, then class members will have little or no incentive to be
creative. The following principles of teaching are well worth considering when making
plans for worship occasions. Teachers ought to check that:
Students are actively looking for concepts through reflective thinking, problem
solving, experimentation with new experiences, and analysis.
Students are encouraged to ask questions, discuss different opinions, and
propose new ideas with their classmates.
Students are encouraged to give reasons for answers, statements, methods.
They have materials, illustrations, and lesson objects that will enhance the
students’ understanding of a concept or idea.
They show enthusiasm for the class members and their different ideas.
3. Places and Times of Worship
Worship happens in many places and occasions within the club program. Doing
something different, unique, special, and making it enjoyable isn’t going to be easy every
time; in fact, it may not be easy at all! Many teachers will need to take time and effort to do
something out of the ordinary, but it’s worth it! There is a real need for committed teachers
and leaders who will be prepared to do all that is necessary to make worship for club
members a most enjoyable and valuable time.
4. Developing a Creative Approach to Worship Preparation
There are several principles that the teacher can keep in mind when preparing a
worship period:
Accept the challenge of doing it differently from the way it is usually done. If
your worship has followed a set pattern, try a new way of presenting the
same material. Rearrange the segments. Assess the value of each
component, and find a better way of sharing the ideas.
Be imaginative. Picture the details of the story you’re planning to tell– the
details of the time, place, personnel, etc. Imagine the feelings, the
atmosphere, the fears, the excitement. Relive the occasion and then attempt
to carry some of those feelings into your worship time. Recreate the

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atmosphere through drama, mime, music, and dress.
Look at the idea from a variety of angles! Ask how, when, where, and why–
what was and was not said. Seek parallels, modify, magnify, rearrange.
Take one idea at a time and follow it through to a conclusion. Then tie
everything together.
Include opportunities for participation. Individuals need to be involved, and
worship should actively involve them as much as possible.
Make application to the present. It’s the now that the worship is speaking to.
People need to deal with the current times, and all worship should have
something to say for today.
The following selection of material provides just some ideas for alternative
worships. They might/should spark ideas in your mind for greater ways of making worship
all that it can be.
MARY
Scripture Passage: Luke 7:36-50
QUESTIONS FOR DISCUSSION
1. Why do you think Mary did what she did? What reaction did it bring?
How do you think she felt when everyone started looking at her? What about after
Jesus had finished talking to her?
2. Mary had a terrible reputation. Do you think Jesus’ words would have helped her
face the crowds?
3. This passage talks about forgiveness. What does forgiveness have to do with love?
Does one have to love to forgive?
4. What connection is there between faith and forgiveness? Can a person be forgiven
who doesn’t have faith?
ACT OF COMMITMENT
Using the paper provided, draw by symbol or sign something to represent
forgiveness as a part of God’s love and present it to the group.

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A FEATHER
Instructions for Presenter:
You will need to search for a feather. You will often find a nice long one near a shore; don't
worry if it is messed up a bit. If it's a white or gray feather, it most likely belongs to a gull.
If it’s small and rounded, it may be a body feather, and if it’s long and pointed, it may be a
wing or tail feather. If you’re not near a shore but in the woods, it might be more difficult to
find one, and you might want to get one as part of a “scavenger hunt.”
Presentation: Feathers are incredible works of art. Ornithologists (those who study birds)
tell us that each feather may have as many as 1,000,000 parts (yes, that’s right-- one
million). Each feather is especially designed to fulfill a specific role in the life of its
owner--the bird. Some are critical for flight, some for temperature control, some to keep
moisture off, and so on. Each feather is connected to a set of muscles that control its
positioning at all times. In fact, everything about a bird translates into an incredible display
of master craftsmanship. God left nothing to chance in providing our feathered friends with
everything they need for life. Ornithologists are continually discovering new bits of
information on bird anatomy and behavior, which only points to the need for a Creator who
really cares.
A photographer who didn’t really know much about birds wanted to get some photos of
baby sea gulls, so he went to a rookery on some cliffs and, in spite of all the parental
protests, managed to get a gull chick from its nest to place it in a setting he thought would
be better for some good pictures without all the interruptions by the adults. After he was
finished taking pictures, he decided to put the chick back on its nest. But, because it had
been handled, the chick now smelled different, and the parents not only did not recognize
it; they thought it was an imposter and proceeded to attack it! The photographer realized his
mistake, rescued the young bird and took it home.
A box for a nest was prepared with a nice, soft lining. The man then brought a piece of fish,
but the chick wouldn't eat. In fact, no matter what the man did, the bird wouldn't open its
beak! Then he thought, “Maybe I need to give it food from a beak– like its parents.” So he
devised a wooden beak and even painted a red spot on it just like the adult gulls have.
When the young bird saw the beak with a red spot, it immediately knocked on the red spot
with its beak and then opened right up. The photographer was able to feed the starving bird
all the fish he could get! Interesting, isn't it? Gull parents bring lots of good food for their
young, but they won't force-feed them. The young must ask– knock– then they will get all
the food they want.
Jesus told us to “ask your heavenly Father for spiritual insights; He'll give them to you.
Look for heavenly blessings and you'll find them; and when you knock on your heavenly

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Father’s door, He'll open His whole storehouse for you” (Matt. 7:7). You see, He has only
the best of the best for each one of us, but He will not ram it down your throat; He will not
force you to take what you don't want. You must ask–“Knock,” He says. The baby gulls
know there is a procedure they must go through if and when they want food. God shows us
the procedure so that we may receive, as well. He says: “When you pray for wisdom, or for
anything, do so with confidence. A person who believes that God hears his prayers and then
doubts it, is like the wave of the sea, blown and tossed by the wind.” (James 1:6). In fact,
even though He doesn’t force anything on us, He also doesn't just stand there holding your
spiritual food without saying anything either! In Revelation 3:20 He says, “I am standing at
your heart’s door, knocking. Anyone who hears my voice and opens the door will be
glad!!” With all the other fun activities we are doing here on this campout, we will each be
the most happy if we choose this weekend to let God, our Creator, be the most important
part of our life.
LAZARUS
Scripture Passage: John 11:1-6, 32-44
Questions for Discussion
1. Jesus allowed Lazarus to die to show God’s glory. How did that really work? How
was God “glorified”?
2. How do you think Lazarus felt when, after being dead, he walked around among the
people?
3. How does this story help take away the “fear” about death?
4. What is it about death that frightens people? Do you think people are more
frightened these days about it than they were five years ago?
5. Do you know someone who has come close to death but was obviously saved by
God? (Tell the rest of the group about it.) Do you know someone, maybe even a
special friend, who has died? Do you think God loved them the same as the person
who lived?
6. What lie would Satan like people to believe about death and God’s love?

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Act of Commitment
Write a song or poem about God’s love and human death. Or, design a poster or write a
special prayer to God for someone who is sick and could die, or for some special person.
Thanks, Lord, for Nature
Scripture has many references to nature– God’s creation. Can you find some of them?
(e.g. Ps. 19:1-6; Ps. 104; Job 38:16-41; John 1:1-3; Genesis 1, etc.)
It is impossible to imagine the world without all the things of nature around us. The
problem is that we know nothing else! Describe how you think creation may have taken
place. Why do you think God did it this way?
Romans 1:20, tells us that everything we need to know about God and His character can be
seen in nature. What things can you tell about God from nature? What evidence is there
that not all is well with nature? What happened?
Near what natural surroundings do you feel closest to God?
Quiet stream
Fast-flowing river
Tall mountains
A forest
The sea
A valley
Other_________________
Why???
Choice of “To Do”:
Study a nature lesson and share your conclusions with a group.
Take a look around you and find from nature something that tells you of God’s love– make
it something special.
Make a nature poster using objects, paper, glue, etc.
Make a leaf bookmark or something else similar as a reminder of your gratitude to God for
His gift of beauty in nature.

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Getting to Know God
1. Introduce the subject by talking of someone you really know well (wife, girlfriend,
boyfriend, brother sister, parent, etc.). Describe this person with as many details as
possible.
2. Ask each member of the group to describe on paper the person they know better than
anyone else. Then share.
3. List the various ways by which one person gets to know another:
a. _________________________________________________________________
b. _________________________________________________________________
c. _________________________________________________________________
d. _________________________________________________________________
e. _________________________________________________________________
f. _________________________________________________________________
4. Compare the above list to the ways in which we get to know God. Discuss.
a. _________________________________________________________________
b. _________________________________________________________________
c. _________________________________________________________________
d. _________________________________________________________________
e. _________________________________________________________________
f. _________________________________________________________________
5. Ask the group why it is that often we neglect to get to know or keep in touch with the
most important Person of the universe!
Notes on ideas for worship

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Thanks, Lord, for your soon-coming.
Scripture: John 14:1-31; 1 Thes. 4:13-18; Acts 1:10, 11
For Discussion:
1. Can you imagine Jesus coming again? How do you think it will occur? Can you tell
your friends from which books of the Bible you get your clues?
2. Why should Jesus bother coming again? Does He really have to? Why doesn’t He
destroy everything and start over?
3. Who do you think look forward most of all to Jesus’ coming?
a. The sick
b. The blind and deaf
c. The rich
d. The poor
e. The people whose friends and relatives have died
f. The people who love Him most
g. All of the above
Give reasons??
4. We talk about the “Second Coming,” which naturally implies a first coming. When was
that, and why did He come? Why didn’t He stay? What about the text: “I will never leave
you nor forsake you”?
5. Jesus talked about being ready for His coming. What do we have to do to be ready?
Can we be sure we are ready?
Commitment:
Each unit may like to contribute to a poster for the poster wall. So that there can be an
overall picture, the units may like to follow these suggestions:
Unit 1 Birth Unit 6 How the Wicked feel
Unit 2 Life Unit 7 How the Believers feel
Unit 3 Death Unit 8 Satan at work
Unit 4 Resurrection (first coming) Unit 9 Jesus in the clouds (2nd
Coming)
Unit 5 People’s way of life Unit 10 Going up to Heaven

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D. Developing Creativity Through AY Honors 30 minutes
1. Purpose of Teaching AY Honors
The Adventist Youth/Pathfinder (AY) Honors have one objective: to develop the
physical, mental, and spiritual capacities of the youth or adult.
The first 16 AY Honors were introduced in 1928; since then, more than 240 honors have
been added to the program. Students study honors to obtain awards for knowledge,
proficiency, and life skills. In preparing to receive the honor, the participating person,
group, or family unit will experience fun through creativity and achievement.
Each AY Honor is designed to introduce a practical subject that aids the person’s
development as a Christian by affecting the social, emotional, physical and spiritual aspects
of his life. Studying AY Honors should direct a person to a deeper love of his heavenly
Creator and increase his interest in committing his life to God and community. All honors
are designed to help students “increase in wisdom and stature and in favor with God and
man.”
Honor study is designed to help the person’s spiritual character development, and every
honor requires high standards of excellence by clearly stating what tasks are to be
accomplished. Fulfilling the requirements should be interesting and fun while instilling a
sense of achievement.
The study of an AY Honor should provide the person with an attractive way to learn about
his surroundings or widen his exposure to new horizons or adventures. Such study topics
might include learning about hobbies, special interests, or being introduced to a new
vocation. An interested, devoted student could complete an entire honor in less than three
months.
Because AY honors are part of a church-sponsored program, all facets of course study
should harmonize with basic church standards. For this reason, honor study avoids topics
requiring the destruction of plant or animal life, or types of armed or unarmed defense.
Each honor also has broad appeal, avoiding subjects that could be studied by only a small
group of people in a single local area.
The AY Honors enable young people to gain proficiency in many areas. Sometimes honor
study leads to the adoption of a vocation or at least a useful hobby. Some students think the
AY Honors are just a lot of study, theory, and book work; they forget that each honor is
based on the philosophy: “An ounce of theory to a pound of patience.”
2. Exploring the Interests and Creativity of the Individual

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Through the years, the Master Guide program has developed into the leadership track for
the Pathfinder Club; the AY Honors have likewise become one of the two basic support
columns of the Pathfinder curriculum. Although these two are primarily focused on the
club, they are not exclusive to it. Anyone who desires to expand their horizons through
these two programs is welcome to do so.
There are tremendous possibilities within the framework of the AY Honors. To gain the
maximum benefit from the AY Honor program, it is essential for Pathfinder Club directors
and church youth leaders to keep the following five suggestions in mind:
· High Standards– As youth leaders, keep the AY Honor standard high. That’s
where it belongs. Do not permit careless work, and make sure you set a good example. AY
Honors are top-value features. Keep them there.
· Serious Study– Encourage serious, not monotonous, study of AY Honor
requirements. Make it interesting and pleasant for the participant. Let it be real,
worthwhile fun. Enjoy it yourself, and make sure you put the ideas across so they stick in
their minds.
· Real Interest– Encourage youth to search beyond the requirements for the
particular AY Honor. Add points of interest outside the minimum requirements. Get them
really interested in meeting the requirements.
· Worthy Recognition– Be sure successful candidates receive their AY Honor
certificates and/or patches as soon as possible and at a service worthy of the effort they
have expended.
· Wide Choice– Demonstrate various crafts frequently. Until they see a
demonstration, many youth don’t even know that some AY Honors exist or how interesting
they can be. There are eight categories of AY Honors available for study, representing
fields of interest for any youth or adult.
AY Honors will transform the Pathfinder Club or youth group into an interesting workshop
where youth can learn to serve their church in many ways.
Requirement limitations: Much effort has gone into evaluating all the requirements for each
honor, assuring its timeliness, usefulness, and applicability in a world-wide program.
However, there may be requirements occasionally that are irrelevant to a particular setting
or not possible due to personal limitations, etc. When this occurs, the requirement should
not dropped but rather be substituted with a requirement of equal strength.
3. Teaching AY Honors
Some AY Honors require special highly-skilled instructors. All learning must, in
those cases, be carried on under careful supervision by a person or persons clearly qualified
to teach the material. These honors are so indicated in the honor handbook. The instructor
may be any person in the church, school, or community whose expertise qualifies them.

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When the person is not a church member, they should be carefully informed of our lifestyle,
as well as the concepts and requirements that need to be covered. Each honor has an
advanced level, which is represented by the placing of a small silver star on the appropriate
patch. Persons who are instructors for any given honor may place a small bronze diamond
on the patch as well.
d. Child and Youth Evangelism– 2 hours
Objectives
To make the participant aware of the role of child and youth evangelism.
To further develop the philosophy by explaining that Children and Youth Ministries should
be evangelistic in nature.
Explanation
The participant is required to attend a two-hour seminar (sponsored by the conference
Youth Ministries Department) on child and youth evangelism. This can be part of the New
Skills Development for Master Guides.
A. Youth Evangelism 25 minutes
B. Doctrine of Spiritual Gifts 40 minutes
C. Types of Community Outreach Programming 40 minutes
D. Materials and Resources 15 minutes
A. Youth Evangelism 25 minutes
Objective: To create an awareness of the scope of Child and Youth Evangelism and
in so doing, emphasize the importance of the acceptance of an evangelistic approach to
Adventurer, Pathfinder, and Youth Ministries.
_ Definition and scope............
_ Purpose of evangelism.........
_ Gospel commission identified....
_ Record your ministry role and goals....................................

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1. Adventurer Ministries
Mission Statement:
The___________________________ Adventurer Ministries program serves an
(Name of your field)
intercultural community of children ages 6-9 (grades____________), their parents and care-
givers through a holistic ministry. The purpose of the program is to support parents and
care-givers in leading and encouraging their children in a growing, joyful love relationship
with Jesus Christ. It offers instructional curriculum, supplementary resources, family
enrichment, and volunteer training from within a Seventh-day Adventist philosophy.
2. Camping Ministries
Mission Statement:
Adventist Camp Ministries (ACM) provides an intentional Christian environment
committed to strengthening each camper’s relationship with God and all His Creation
through scripture, nature, and recreation.
∆ Philosophy:
ACM believes that in a camp setting, the study of the Bible and nature, in the
context of wholesome relationships and recreation, will place campers and guests in a
Christ-centered environment that promotes social, physical, mental, and spiritual
development.
∆ Goals:
To be an integral part of the mission and life of the church
To be a servant of the Gospel in outreach and to be a resource to the community
To provide programming that focuses on God’s creative and redemptive love
To recruit and train qualified staff for the camp operation and program
To develop in campers a sense of responsibility for the environment
To maintain a safe, functional, and environmentally sensitive facility
To encourage networking that will enable camps to share resources and
information
To provide meeting facilities for conference training seminars, conventions, and
retreats for local churches and schools
To encourage Director Certification and camp accreditation

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3. Pathfinder Ministries
Mission Statement:
The __________________________Pathfinder Ministries is an organization of the
(Name of your field/Conference)
Seventh-day Adventist Church, dedicated to meeting the social, physical, mental, and
spiritual needs of junior and teen youth by challenging the Pathfinder to experience a
personal relationship with Christ, having a sense of achievement and responsibility, and
developing respect for God’s creation including his fellow man.
∇ Goals:
Pathfinder Ministries seeks to meet the Pathfinder’s present and unfolding needs, to
the end that we bring them to self-fulfillment and maturity in Christian faith, characterized
by their decision to:
Accept Jesus Christ as personal Saviour and Lord.
Reflect internalized Christian values through mature decision-making and
behavior.
Exhibit the righteousness, true holiness, and fullness of stature of Christ.
Demonstrate leadership skills, enabled and empowered to become full partners in
active, selfless service supporting the mission of the church.
The basic Adventurer, Pathfinder, and Youth philosophies require leaders to:
Help the youth to understand that the church loves them, cares for them, and
appreciates them. They should know that they are needed in its total
program.
Share with club members the destiny that God has planned for each of them and
expand the knowledge of their part in the great plan of salvation. Help them
want to live up to God’s expectation for their lives.
Train and organize youth for active service. Teach them that witnessing is not a
once-a-week or once-a-month project, but that it should be incorporated into
their everyday lives.
Work for the salvation of each individual.
Understand the purpose of God’s assignment to man.
B. Doctrine of Spiritual Gifts 40 minutes
Note: Present the Doctrine of Spiritual Gifts. Allow participants to discover their own spiritual gifts.
Objective:
To enable the leader to appreciate that all individuals are different both in personality and
in talent and that God has a place in His work for each one.

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Explanation:
Each person has natural talents and skills that are acquired, but God also gives spiritual
gifts to each one. The leader not only needs to understand the Biblical principles of the
doctrine of spiritual gifts, but should also have access to tools that will enable him to help
young people to identify their own gifts and encourage them to use these in a way that not
only gives enjoyment but also promotes spiritual growth.
Teaching Resource:
Church Ministries/Personal Ministries “Inventory of Spiritual Gifts”
What is a Spiritual Gift?
Is there a difference between a spiritual gift and a talent? Is it important to recognize the
difference? Will it help me discover my own spiritual gifts if I can distinguish between the
two?
The answer to all three is Yes! And recognizing the differences between talents and
spiritual gifts can be one of the keys to finding those spiritual gifts God has given to you.
Let’s look at talents, or natural abilities. A natural ability may be something you’re born
with, like physical coordination. Or it may be a talent you’ve developed through the years,
such as playing a musical instrument. These natural abilities or talents may be useful or
entertaining. But they deal primarily with the surface of life. The root concern of one’s
relationship to God is left untouched. Abilities and talents affect people on a temporary
basis, not an eternal basis. And, spiritual growth isn’t necessary for their development.
A woman who frequently opens her home for dinner guests and social gatherings may not
have the gift of hospitality. Why not? Because spiritual gifts differ from natural abilities in
two important respects:
1) The motivation for the gift is based on love for God and love for humanity. Self-
glory or gain can never be the incentive. Paul tells us that one’s communication,
knowledge, and faith might all be perfect, but they are worthless unless love is the motive
(1 Cor. 13:1-3).
2) The goal of spiritual gifts differs from that of natural abilities. Spiritual gifts are
granted “for the common good,” “to equip the saints for the work of ministry, for building
up the body of Christ” (1 Cor. 12:7; Eph. 4:12).
Keep in mind this motivation and goal as you seek to discover your gifts. Ask yourself,
“What is my motivation and goal in this area?” Remind yourself that these gifts form the
basis for our individual and collective service for God.
(Remember, too, that hardly anyone discovers all his/her gifts at the beginning of the
Christian experience. A period of time or a special set of circumstances may be required to
bring your gifts to light. Be willing to try your hand in new areas. Your spiritual gifts can

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be confirmed only in the actual setting where they are put to use.)
Spiritual Gifts in the Church
God has placed within the church various gifts, which have been given to each one of us to
perform our work of ministry.
Three Key Passages Concerning Spiritual Gifts:
Eph. 4:7-13; 1Cor. 12:1-11, 28-31; Rom. 12:1-8
Ellen G. White References Concerning Spiritual Gifts:
COL 327: possession of gifts depends on reception of Spirit
9T 144,145: contrast must not hinder unity
GW 481: different gifts placed in church
DA 823: not all imparted to every believer
COL 328: poorest and most ignorant believer may have gifts
COL 327: promised to every servant of Christ
Ev 256: subject frequently neglected
6T 291-293: unity and cooperation essential in use of gifts
Definition of Spiritual Gifts
A spiritual gift is a special ability given to a member of the body of Christ
by the Holy Spirit that enables him/her to work effectively with joy in
helping the church carry out its mission in the world.
Do not confuse:
Spiritual Gifts with natural talents– All people, whether Christians
or not, have natural talents. Only Christians receive spiritual gifts.
These gifts enable the Christian to minister in such a way that He
will have a power that will tell upon hearts.
Spiritual Gifts with fruit of the Spirit– (Gal. 5:22, 23). The fruit of
the Spirit is reproduced in each Christian by the Holy Spirit. All
Christians are to have all of the fruits of the Spirit, but not every
spiritual gift is given to every Christian.
Spiritual Gifts with Christian roles– I may be an evangelist, while
someone else has the gift of teaching; yet we are all witnesses (Acts
1:8). Witnessing is not a special gift of the Spirit given to select
persons. It is a role that all Christians share. Every Christian is to
show and tell what Christ through His Word and Spirit has done in
his/her own heart and life.
Genuine Gifts with Counterfeits– The devil always has a counterfeit
for that which is genuine. Counterfeit gifts are more often associated
with the more directly miraculous, such as miracles, healings,

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speaking in tongues, and prophecy. Being more spectacular, they
have greater power to catch attention. Miracle working is one of the
signs of the end. Manifestations of this order must be carefully
tested by the church, for there will be miracles on both the side of
truth and the side of error in the last days. Only by the Scriptures can
they be tested.
List of Spiritual Gifts
1) Administration– The ability to organize, manage, and supervise working
with and through others to achieve goals. Its meaning is “to steer,”
as the helmsman or pilot of a ship. The ability to plan and launch
projects, to meet the needs of God’s cause.
2) Apostleship– This is a title not normally used in church today. However,
it means to be sent out, especially commissioned to represent the
church in a broader ministry. This gift may be represented today by
the spirit-given ability to begin the work that may lead to new
churches being established.
3) Discernment– The analytical capacity to discern between truth and error,
right and wrong.
4) Evangelism– The ability to so persuasively present the gospel of Jesus
that people are led to become His disciples.
5) Exhortation– This word is derived from the same word that Jesus used for
the Comforter (Holy Spirit), one who comes alongside to encourage.
Also, it is the ability to stimulate people to action in the service of
God.
6) Faith– The ability to see a vision of what God wants done and the
unswerving confidence to accomplish it regardless of the obstacles.
7) Giving– The ability to share personal assets with joy and eagerness so that
people are helped and God’s work is advanced.
8) Helps– The ability to unselfishly meet the needs of others through some
type of practical help. The exercise of this gift often releases those
with teaching and preaching gifts to minister the word of God.
9) Hospitality– The ability to open one’s home graciously so that guests are
put at ease and are refreshed both physically and spiritually.
10) Intercession– The practice of praying earnestly and sincerely on behalf
of others and their special needs.
11) Knowledge– The ability to easily master a body of truth. It is also the
ability to store and recall a fund of knowledge from God’s Word to
meet the need at hand.
12) Leadership– The ability to inspire and lead others in various ministries
within the body of Christ. This gift is exercised with the attitude of a
servant.
13) Serving– The unusual desire and capacity to render service to others.

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14) Mercy– The capacity to feel sympathy with those in need (especially
those who are suffering and miserable) and to manifest this sympathy
in some practical way with a cheerful spirit so as to encourage and
help those in need.
15) Missionary– The ability to minister across cultures.
16) Pastoring– (Shepherding) The ability to shepherd, counsel, and
encourage believers in their walk with Christ and in their service to
the church and community.
17) Prophecy– Primarily this refers to the gift bestowed on one who is called
to receive divine revelation from God to be communicated to man.
Secondarily, to the capacity to preach so that the Bible comes alive to
the hearer.
18) Teaching– The ability to instruct and explain the Bible truths so clearly
in such a detailed way that those willing to learn will understand.
19) Wisdom– The ability to penetrate into a matter, seeing the situation in its
larger relationships, and imparting wise counsel from God’s Word.
How to discover your Spiritual Gifts
Pray earnestly that God will reveal them to you.
Consider the desires of your heart.
Get active in the work of God.
Listen to comments of Christian friends; someone else should be able to
recognize your gifts.
Evaluate your success.
Results of discovering your Spiritual Gifts
You will know God’s will for your life and where you best fit into the
work of the church.
You will know better how to cope with diversity and conflict in personal
relationships.
You will have a greater sense of identity and partnership with Jesus.
You will have greater joy in service for the Lord because you will be
matched to the work you enjoy most.
You will be better equipped to win your friends and relatives to Jesus.
The Spiritual Gifts Inventory– a survey
Note:
The next five pages comprise a self-testing survey of Spiritual Gifts as mentioned in the Bible.
Each participant will want to read the directions carefully then proceed as indicated.

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The Spiritual Gifts Inventory
Roy C. Naden and Robert J. Cruise
A Personal, Self-Evaluating Inquiry Into
the New Testament Teaching about the
Gifts of the Holy Spirit
Before you turn the page and begin: Read this carefully
Each of the questions on the following two pages is designed to evaluate a specific spiritual
gift.
Read each question thoughtfully, then circle the number that indicates the DEGREE to
which the statement is TRUE or FALSE in your life.
It is important that you circle a number for every question as follows:
If it is always or completely false
If it is usually or mostly false
If it is occasionally or partially true or false
If it is usually or mostly true
If it is always or completely true
If this evaluation is really to benefit you, you will need to be absolutely honest in every
response! When you have answered all the questions, follow the instructions on the third
page on how to evaluate your responses. Do not read ahead; take just one page at a time.
One final note before you begin. This investigation into your spiritual gifts will evaluate
your past and present experiences more than your hopes and desires for the future. For this
reason it will speak more intimately to those who have been members of the Lord’s family
for some months or more than to those who are recently “new born” in Jesus. So if you
have only recently accepted the Lord, try to think of the questions in anticipation rather than
what you have already experienced.
You may turn the page and continue..............

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1. I feel very comfortable directing activities involving people. 1 2 3 4 5
2. I have been called directly by God to hold a highly responsible position
of leadership among God’s people. 1 2 3 4 5
3. I can discern the motives of most people. 1 2 3 4 5
4. I find it easy to ask someone to make a decision for Jesus. 1 2 3 4 5
5. When someone is hurting, I am able to say something that genuinely comforts. 1 2 3 4 5
6. Even when God’s will is not clear to me, I still step out in faith. 1 2 3 4 5
7. In an appeal for a worthy cause, I’m among the first to give. 1 2 3 4 5
8. I prefer to busy myself “behind the scenes” at a social gathering. 1 2 3 4 5
9. I enjoy helping people by having them home for meals. 1 2 3 4 5
10. Most of my “prayer time” is spent dealing with the needs of others. 1 2 3 4 5
11. Salvation by faith alone is a truth I clearly understand. 1 2 3 4 5
12. When faced with a complex problem, I am able to identify the key
factors that will lead to a solution. 1 2 3 4 5
13. I would have felt it totally worthwhile to be one of the five missionaries killed
while taking the Gospel to the Auca Indians. 1 2 3 4 5
14. Helping society’s outcasts, like drunks and addicts, would or does bring me
great satisfaction. 1 2 3 4 5
15. Living in rather primitive circumstances in a foreign country would not
worry me as long as I could share the Gospel. 1 2 3 4 5
16. I’m excited about visiting church members in their homes on a regular basis. 1 2 3 4 5
17. People in trouble are encouraged when I talk with them. 1 2 3 4 5
18. I feel very much at home leading out in any Bible-teaching setting. 1 2 3 4 5
19. If someone is emotionally upset, I can explain why they are upset and what
they should do. 1 2 3 4 5
20. There is a good spirit of unity and enthusiasm when I’m in charge. 1 2 3 4 5
21. I resolve “people” or relational problems in ways that make those affected
feel special. 1 2 3 4 5
22. I’m usually consulted when matters of doctrine are being discussed. 1 2 3 4 5
23. I can tell when a person is being influenced more by the Lord or by Satan. 1 2 3 4 5
24. Regularly, I have the privilege of leading souls to Jesus. 1 2 3 4 5
25. I am often asked to help those in trouble resolve their problems. 1 2 3 4 5
26. I have complete faith the Lord will work out every problem that comes my way. 1 2 3 4 5
27. I keep my purchases to a minimum when appeals are made for others. 1 2 3 4 5
28. When asked to help, even if I’m busy, I try to help. 1 2 3 4 5
29. I always make it a point to greet strangers, and when it’s appropriate, I invite
them home. 1 2 3 4 5
30. People in need regularly come to my mind, and I take their needs to God in
prayer. 1 2 3 4 5
31. With the help of appropriate study materials, I can find what God’s Word
teaches on most topics. 1 2 3 4 5
32. The idea of dying for my faith does not frighten me. 1 2 3 4 5
33. I am extremely sensitive to the needs of the handicapped and enjoy talking
with them and offering my help. 1 2 3 4 5
34. I could cope with separation from loved ones in order to share the gospel in
a foreign land. 1 2 3 4 5
35. It does, or I believe it would, bring great satisfaction to occupy the same pulpit
each week of the year. 1 2 3 4 5
36. People often tell me, “God used you. You dealt exactly with my need.” 1 2 3 4 5
37. I can prepare a logical class outline for a Bible class. 1 2 3 4 5

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38. I know when to take a uncompromising stand, and when to take a middle course
between alternate positions. 1 2 3 4 5
39. I’m happy to accept the loneliness that comes with leadership. 1 2 3 4 5
40. When leaders are being chosen, my opinions are normally sought. 1 2 3 4 5
41. If someone came and asked me for money, I would know if the person really
needed help or was a fraud. 1 2 3 4 5
42. People under conviction seek me out and ask how they should surrender their
lives to Jesus. 1 2 3 4 5
43. People in need of good advice ask me for it. 1 2 3 4 5
44. I take God’s promises at face value and believe them even if the fulfillment
seems impossible. 1 2 3 4 5
45. If I totaled my personal and church contributions, they would probably equal
a fifth or more of my income. 1 2 3 4 5
46. If a church or community leader asked me to do a menial task like sweeping
a sidewalk, I’d be delighted to do it. 1 2 3 4 5
47. There are often a good number of people at our home for lunch after church
service. 1 2 3 4 5
48. I have a long and growing list of people whom I remember in prayer. 1 2 3 4 5
49. I am perfectly at ease answering anyone’s Bible questions. 1 2 3 4 5
50. I have the ability to develop progressive programs and see them through to a
successful conclusion. 1 2 3 4 5
51. If a civil court sentenced me to death for preaching the gospel I’d be content
to die for the Lord. 1 2 3 4 5
52. I’d be very willing to help a shoddily dressed drunk across a busy intersection. 1 2 3 4 5
53. I could happily adapt to the culture of another country if called to minister
there. 1 2 3 4 5
54. I see myself as a “shepherd” in my church with a total dedication to the
welfare of all the “sheep.” 1 2 3 4 5
55. God uses me to lift the spirits of the discouraged. 1 2 3 4 5
56. Bible teachings come quickly to mind when I deal with a problem. 1 2 3 4 5
57. I can predict with unusual accuracy the long-term results of a decision. 1 2 3 4 5

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How to evaluate your responses:
Check back and make sure you have circled a number for every one of the 57 questions.
Following is a score sheet for this test. You will notice that this sheet has 57 spaces. Note the number you
circled for question 1, and write that number in the first space. Note the number you circled for question 2,
and write that number in the second square, and so on until you have placed a number in each of the 57
squares on the chart. Then add the numbers from left to right. That is, add together the number in square 1,
plus the number in square 20, plus the number in square 39. Write the total in the square headed “Total,” as
illustrated. When all the scores are totaled, scan down the list and circle the highest scores. There will
probably be a cluster of from two to four that are quite close together. Think for a moment about the gifts you
have just circled, the ones with the highest scores. Which one would you like to consider FIRST for further
study and experimentation? Place a check beside that gift on the score sheet.
For example:
19 4 38 5 57 4 Total 13 Wisdom
Name:______________________________________
Score 1 Score 2 Score 3 Total Gift
1 20 39 Administration
2 21 40 Apostleship
3 22 41 Discernment
4 23 42 Evangelism
5 24 43 Exhortation
6 25 44 Faith
7 26 45 Giving
8 27 46 Helps
9 28 47 Hospitality
10 29 48 Intercession
11 30 49 Knowledge
12 31 50 Leadership
13 32 51 Martyrdom
14 33 52 Mercy
15 34 53 Missionary
16 35 54 Pastoring
17 36 55 Prophesy
18 37 56 Teaching
19 38 57 Wisdom

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Finally:
Place in the spaces below the gifts on which you scored the highest. You will probably find two
to four scores that are quite close together. This is your probable “gift cluster.”
1.______________________________ 2._____________________________
3.______________________________ 4._____________________________
Also, add below any gifts you thought you had, even if the scores were not among the highest.
These need further consideration along with those listed above.
5.______________________________ 6._____________________________
You have just taken an important step in discovering your spiritual gift or gifts. But a test can
only indicate areas of high probability. It does not mean for certain that these are your gifts.
You now need to go further to confirm what gifts God has given you for use in His service.
These would include such important activities as daily prayer and a study of the New Testament
chapters dealing with spiritual gifts. Hopefully, under the guidance of the Holy Spirit, you will
do all this and more.
The data from more than 2000 Christians whose responses have been analyzed suggests that any
score below 9 represents such a low probability of giftedness in any area that it ought not to be
considered positively at this time.
Gifts mentioned in the New Testament but not included in this evaluation are: healing, miracles,
tongues, interpretation of tongues, celibacy, voluntary poverty, and exorcism. These gifts are so
spectacular or obvious that those who have them do not need help in recognizing the fact! But
they would still need the affirmation of the other members of the local congregation in their
appropriate use.
Notes:

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C. Types of Community Outreach Programming 40 minutes
Objective
To discover a variety of outreach methods and how to organize and operate these in a way
suitable to children and youth groups.
Explanation
While there are endless possibilities of outreach and sharing, help and direction should be
given to the leader to ensure that he is able to choose wisely the outreach activity best
suited to the talents and capabilities of the club or individual. The timing and duration of
the activities and the variety of options selected are of utmost importance.
Some Types and Samples of Community Outreach Programming Ideas:
1. Recreation 2. Community Physical Projects
Bicycle Events Plant Trees and Flowers
Olympic Day Painting Projects
Aquatic Events Neighborhood Programs
Recreation Leagues Wash Public Vehicles
3. Health 4. Christian Personal Service
Walk-a-thon Adopt a Grandparent
Environmental Projects Assist Single Parents
Meals on Wheels Volunteer for Voting Days
Blood Drives Homeless Programs
5. Church Physical Projects 6. Temperance/Health
Paint rooms Temperance Contest
Janitor for a Week Youth-to-Youth
Landscaping Public School Seminars
Build Sabbath School Props Special Day/Fair Events
7. Reaching Non-churched 8. Fellowship
Community Surveys Christian Party for Aged
Baby-sitting Handicapped Get-together
Yard Work Community Children’s Picnic
Puppet Ministry Church Socials
9. Evangelism 10. World Missions
Day-camp/Vacation Bible School ADRA-related Projects/Honors
Youth for Christ Rallies Special/Global Mission Projects
Bible Studies Church Heritage Projects
Revelation Seminars Student Missions

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Teaching Resources:
Conference Children/Pathfinder/Youth Ministries Departments
AY Class Instructor’s Manuals
You Too Can Witness, by Robert Johnson
Beyond Leaf Raking, by Benson and Roehlkepartain (published by Abingdon Press)
D. Materials and Resources 15 minutes
Objective
To provide lists of resources, films, books, and personnel to which local leaders may have
access in their area or conference/field, which will aid in the development of outreach in the
club.
Explanation
Seminar leader will need to compile lists of current materials available locally to which the
participant may have access. It would also be useful to have samples or small quantities
available for purchase, rent, loan, etc.
a. Christian Storytelling
Included here is a copy of the requirements for your use. The Pathfinder Honor Handbook
also has these, which may also be further updated.
1. Name one source where you have found material for stories for each of the
following categories: Tell a story from each category.
a. Sacred history
b. Church history
c. Nature
d. Character story
e. Object lesson with visual aids
2. For the above stories you tell, do the following:
a. Tell a story to children not over five years of age for at least three minutes.
b. Tell a story to a group of children ages 10-12 for at least five minutes.
3. Make a written outline of a story you are to tell.
4. State how and under what circumstances course material is to be modified for
the following:
a. Telling the story in first person, second person, and third person.
b. Different audiences, ages, purposes.
c. Making the story shorter.
d. Making the story longer.

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5. Tell why a definite aim is necessary in telling a story. Tell how you obtain a
good climax for a story.
6. Tell one story of foreign missionaries, not less than five minutes in length.
7. Tell one story teaching health principles.
b. Camping Skills II
Included are the requirements for both Camping Skills I and II in case neither have
been completed. Camping Skills I should be completed in order to obtain Level II. The
first requirement in both cases is based on age, therefore are omitted here, since Master
Guide candidates are well beyond the minimum-age requirement.
Camping Skills I
2. Understand and practice wilderness and camping etiquette, regarding
preservation of the outdoors.
3. Know eight things to do when lost.
4. Be familiar with various types of sleeping equipment suitable to location and
season.
5. List personal items needed for a weekend campout.
6. Plan and participate in a weekend campout.
7. Know how to properly pitch and strike a tent. Observe fire precautions when
tent is in use.
8. Know and practice the proper principles for camp sanitation for both primitive
and established campsites.
9. Properly use the knife and hatchet. Know ten safety rules for their use.
10. Fires:
a. Demonstrate ability to choose and prepare a fire site.
b. Know fire safety precautions.
c. Know how to properly strike a match.
d. Practice building a fire with use of one match, using only natural
materials.
e. Demonstrate how to protect firewood in wet weather.
11. Bake bread on a stick.
12. Describe the proper procedures for washing and keeping clean the cooking and
eating utensils.
13. Describe sleeping wear and how to stay warm at night.
14. Draw a spiritual object lesson from nature on your camping trip.
15. Explain and practice the motto: “Take nothing but pictures, kill nothing but
time, leave nothing but footprints.”

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Camping Skills II
2. Develop a personal philosophy of outdoor etiquette, such as courtesy to other
campers and outdoor conservation.
3. Know and understand the following six W’s for the selection of a good campsite:
a. Wind b. Water c. Wild things
d. Wood e. Weather f. Willingness
4. Demonstrate your ability to protect the wilderness and your water source by
proper personal hygiene and cooking sanitation.
5. Participate in a weekend campout.
6. Take part in a camp worship service to include one of the following:
a. Sabbath School lesson study
b. Story
c. Worship thought
d. Leading a sing-along
7. Know how to safely light and use a camp stove and lantern.
8. Know the safety rules and demonstrate your ability to properly cut firewood.
9. Using fuzz sticks or shaved sticks, build and know the use of a council or
crisscross fire and one type of cooking fire. Review fire building safety rules.
10. Explain two ways to keep camp food cool.
11. Build two different camp cranes.
12. Prepare camp meals using boiling, frying, and baking.
13. Demonstrate tent site selection. Properly pitch and strike a tent. What
precautions should be taken when striking a wet tent? Properly clean, dry, and
store a tent.
14. Bedding:
a. Show proper ways to stuff or roll your sleeping bag or bed roll for travel.
b. Tell how to keep a sleeping bag or bed roll dry on a camping trip.
c. Describe how to properly clean your bag or bed roll.

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3. Earn two additional honors of your choice not previously earned
1._______________________________ 2._________________________________
This is a good place to keep a personal record of the Honors you have earned. You might
wish to mark ( ) those Honors for which you have completed the advanced levels, and
check (_) those you have taught.
Arts and Crafts
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Health and Science
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Household Arts
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Nature Study
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Outdoor Industries
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Outreach Ministries
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Recreation
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____________________
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Vocations
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Misc.
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4. Hold a current Red Cross First Aid and Safety certificate or its equivalent.
In countries where there is no strong Red Cross/Red Crescent, St. John’s Ambulance, or
other similar program, completion of the Standard First Aid and CPR Honors will fulfill
this requirement.
Important Certification Information:
In this twelve-hour course, students will learn first aid for choking; rescue breathing and
CPR for adult, infant and child victims; bandaging; splinting; controlling bleeding; first aid
for burns, wounds, and heat and cold exposure; and how to respond to diabetic
emergencies. Students will receive Community CPR certification valid for one (1) year and
Community First Aid and Safety certification valid for three (3) years.
This course will teach you how to:
· Recognize an emergency and overcome the reluctance to act
· Use the EMS system or equivalent
· Recognize and care for breathing emergencies, heart attacks, and cardiac arrest in
adults, infants, and children
· Identify life-threatening bleeding and demonstrate how to control it

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· Identify the signals of shock and minimize its effects
· Identify and care for various soft tissue and musculoskeletal injuries
· Identify and care for sudden illness, including poisoning and heat and cold
emergencies
Certificates are issued after successfully completing the course. In order for you to receive
certification, your instructor must be an authorized Instructor of the issuing organization
and must follow prescribed policies and procedures. Contact your local Red Cross, St.
John’s Ambulance or similar program.
5. Supervise participants through either an Adventurer Class or Pathfinder Class
curriculum or teach a Sabbath School class for at least one quarter.
During the completion of this requirement, you will want to apply and experiment with the
new skills learned during the seminars taken for Skills Development requirement #1 above.
As a reminder: the Adventurer Classes include the four known a Busy Bee, Sunbeam,
Helping Hand and Builder; the Pathfinder Classes include Friend, Companion, Explorer,
Ranger, Voyager and Guide.
IV Child Development
1. Read the book Education.
This book written by Ellen White is full of excellent guidelines and philosophical concepts
of the teaching and learning processes. It is a must for all who choose to guide our children
into the Kingdom.
2. Read at least one additional book on child development or attend a three-hour
seminar dealing with child development within the age group of your ministry.
There are numerous good books on the market today available at Christian book stores,
teacher continuing-education programs, etc. Mention should also be made of other books
by Ellen White that would qualify for this requirement. These are: Child Guidance,
Messages to Young People, and Fundamentals of Christian Education.
The Department of Children’s Ministries also has been putting together a group of seminars
that are excellent in aiding a spiritual focus on children’s activities. Here’s a list of some of
their workshops that will qualify for this requirement:

106
Department of Children’s Ministries Seminars
Clarifying the Mission and Role of Children’s Ministries 1 hour
A promotional discussion of the Department of Children’s
Ministries and its relationship to other departments of the church.
Helping Clergy Children 4 hours
Resources, worksheets, and group activities for discussing
the unique challenges clergy families face. Shared suggestions
for making church life and spiritual growth meaningful to clergy
children.
How Creative Pastors Involve Children in the Total Church Program 1 hour
A short workshop for pastors with practical strategies for
communicating the message to children that the Divine Service,
as well as all other church activities, are for them as well as for adults.
How to Be an Effective Christian Instructor 1½ hours
Bible, Spirit of Prophecy, and current educational research
on effective instructional practices.
How to make the Bible a Delight for Children 1-6 hours
Bible study activities based on a framework of six well-known
Bible stories. Once the simple framework is in mind, all the
bits and pieces of Bible knowledge that both adults and children
have floating around in their minds can be easily fit into place on the
framework.
How to make the Children’s Meeting a Happy, Effective Place 1 hour
Basic principles for dealing with disruptive children
How Meaningful Learning Takes Place 1½ hours
Bible, Spirit of Prophecy, and current educational research on
understanding the process of learning, looking at the implications
for Adventist educational settings, and applying the principles to
the local church activities for children.
How to Study the Bible with Children in Different Age Groups 1 hour
Techniques for designing Bible study activities based on age-
group abilities.
Introducing Children to Mission 1½ hours
Practical ways to involve Adventist children in missions

107
awareness and participation.
Leading Children to Christ 4 hours
The basic needs for environment, information, and growth
in Christ that bond children to Christ and the church.
Planning the Bible Lesson 2 hours
A practical method for lesson planning that includes capturing
students’ attention, studying the Word together, looking for
applications to life, and means of assessing the lesson’s
effectiveness. The simple framework includes built-in cues for
involving students in active learning.
Oh No, It’s Sabbath Again and I’m Not Ready 1½ hours
Practical strategies for making work a delight for kids, and
how the whole family can be ready early for the Sabbath.
Protecting Children from Abuse 1½ hours
What parents and children need to know and talk about in order
to ensure that the children are protected from abuse.
Six Good Reasons to Take Time for Children 1 hour
Take a look at the accumulating evidence from research that
supports inspired instruction regarding the importance of the first
three years and the first seven years. Discuss how to apply the
principles to church activities for children.
Taking Care of Whatever God Has Put Me In Charge Of 1½ hours
A broad approach to stewardship incorporating activities
designed to make stewardship meaningful to children.
Teaching Children Reverence 1½ hours
Ideas from the Bible, Spirit of Prophecy, research and small-
group activities that give suggestions for helping children learn
the meaning of and practice reverence.
Teaching Thinkers Rather Than Reflectors of Others’ Thoughts 1 hour
Practical ways to follow Divine instruction and teach children
to be thinkers.
The Value of Christian Community for Children 1 hour
Bible, Spirit of Prophecy, and current research on the benefits
of adults taking time to interact with children.

108
Welcoming the Queen 1 hour
A demonstration of a joyous celebration to welcome the
coming of the Sabbath on Friday evening, followed by a Bible
study on the comprehensive meaning God has invested in the
Sabbath.
Your Child and the New Age 1½ hours
How to alert children to the daily temptations that Satan has
planned in order to deceive and divert their attention from God.
V. Leadership Development
1. Read a current book on your choice of topic under the general category of
Leadership Skill Development.
Since there are numerous books on the market focusing on various aspects of leadership, a
listing here would be too incomplete and would become outdated very quickly. There is a
very good book, however, that has been available for some time titled Leadership Is an Art,
by Max dePreez, which would be an excellent one to read if you are able to locate it.
a. Develop and conduct three worships
Subject/Title Date of Presentation
1.- ______________________________________________________________________
Summary of format or style: ________________________________
_________________________________________________________________________
2.- ______________________________________________________________________
_________________________________________________________________________
3.- ______________________________________________________________________
_________________________________________________________________________

109
b. Participate in a leadership role with your local church children’s/youth
group in a conference-sponsored event.
Event: Date of Event:
_________________________________________________________________________
Responsibility or title _______________________________________________________
Comments and/or observations regarding your group’s participation __________________
_________________________________________________________________________
c. Teach three Adventurer Awards or two Pathfinder Honors
List them here, and don’t forget to check them off on your list under Skills Development
requirement #3.
1.-______________________ 2.- ______________________ 3.- ____________________
d. Assist in planning and leading a field trip for a group of Adventurers,
Pathfinders, or Sabbath School class.
Group:_____________________________________Date of Trip: ___________________
Place and purpose of trip ____________________________________________________
e. Be an active Adventurer, Pathfinder, Youth Club, Sabbath School or AY
Society staff member for at least one year and attend at least 75% of all staff
meetings.
This is to certify that _____________________________ has performed his/her duties as a
staff member with our ____________________________ for at least one year, playing an
active part in the regular meetings of the organization and participating in a positive
manner during the staff planning sessions. ______________________________ _____________
Signed by director/pastor, etc. Date completed
3. Identify three current roles in your life, at least one of which is spiritually oriented,
and list three goals or objectives for each.
“A goal is an end toward which you direct some specific effort.”
In this context, the “end” is to achieve an exact and tangible result you want and are willing
to expend effort to achieve.
What kind and how much effort is always related to the goal itself; that is, you must be able
to identify the cost-and-benefit relationship. The way you decide if the goal is worth

110
achieving is through planning and analyzing the elements of the goal. Learning how to
examine these elements will help you to calculate the cost and benefit of the relationship.
An accomplishment is to be achieved. “What do I expect the outcome of my actions to
be?”
Example: “I want to increase my club membership by 20%.” You will want to
express this accomplishment with an action word, a verb.
The outcome (accomplishment) is measurable. “How will I know when I have reached the
outcome?” “What are the signs I need to know I have reached the goal?”
Example: Club membership was 12 members in October, 14 in January, and 15 in
March.
The time factors: “When precisely do I want the goal completed?” Just as important as the
other elements are a specific date and time by which you will want to be able to say you
have accomplished your goal.
Example: “I have to achieve 85% of this goal by January 30, 2003.”
The cost consideration: “What is the maximum cost (time, money, and resources) that I will
allow myself to achieve this goal?” How much will my efforts have cost me when I say
I’ve done it? The cost and time resource constraint forces you to place a value on the
outcome.
Example: Growth in club activities will be achieved with the current club
membership utilizing increased meaningful activities and motivation.
A goal is a specific and measurable accomplishment to be achieved within a specific time
and under specific cost constraints.
Identify three current roles in your life and list three goals for each:
Role 1 ___________________________________________________________________
Goal 1 _____________________________________________________________
_____________________________________________________________
Goal 2 _____________________________________________________________
_____________________________________________________________
Goal 3 _____________________________________________________________
_____________________________________________________________

111
Role 2 ___________________________________________________________________
Goal 1 _____________________________________________________________
_____________________________________________________________
Goal 2 _____________________________________________________________
_____________________________________________________________
Goal 3 _____________________________________________________________
_____________________________________________________________
Role 3 ___________________________________________________________________
Goal 1 _____________________________________________________________
_____________________________________________________________
Goal 2 _____________________________________________________________
_____________________________________________________________
Goal 3 _____________________________________________________________
_____________________________________________________________
Notes:

112
Goal Action Form
Once a review is finished and there is reasonable assurance that all (or most) of the
necessary goal-oriented details exist, then the Goal Action Form can be completed. It is
useful because it documents the action plan for goal achievement.
Role: ____________________________________________________________________
Goal___________________________ Rationale for this goal: _______________________
___________________________ _____________________________________
___________________________ _____________________________________
Action Plan: (Steps/Procedures/Assignments) Deadlines:
1. __________________________________ 1.______________________________
____________________________________
2. __________________________________ 2.______________________________
____________________________________
3. __________________________________ 3.______________________________
____________________________________
4. __________________________________ 4.______________________________
____________________________________
Projected Results (Success Indicators):
Immediate: _________________________________________________________________
Long-term: _________________________________________________________________
Obstacles/Constraints:
_________________________________________________________________________
_________________________________________________________________________
Cost (Money, Personnel, Time):
_________________________________________________________________________
Person Responsible: Completion Date: ______________________
________________________________

113
VI. Fitness Lifestyle Development
Participate in a personal physical fitness plan for a minimum of three months, and
evaluate any level of improvement of physical condition.
In addition to the following guidance materials, you might wish to purchase the latest
fitness book published by Kenneth H. Cooper and follow its instructions. (These books are
now widely published in several languages.) Also, the Honors in Nutrition, Physical
Fitness, Track and Field, Swimming, Hiking, and Cycling would be good ones to use as
activity stimulation. Excerpts from Kenneth Cooper:
Preface
“As readers of previous aerobics books know, the major emphasis always has been on
increasing physical activity. Yet, as we have become more knowledgeable in this field, it is
obvious that total well-being is depended upon much more than just regular exercise. At
one time, I felt that a good program could compensate for poor health habits and was guilty
of saying that exercise can overcome many, if not all, of the deleterious effects of diet. If a
person was smoking and carrying a few extra pounds, I was convinced that exercise helps
normalize bad health habits. Yet, it was brought to my attention in far too many cases, that
overweight people and those who smoke developed severe progressive arteriosclerosis and
heart disease, even though they were running regularly. In these cases, exercise probably
delayed the disease process and may have helped in prolonging their lives, but it was not
totally protective. To my knowledge, there is still nothing known to man that is completely
protective against coronary heart disease– medicine, surgery, or even marathon running.
“Another principle emphasized throughout this book is one of moderation. The old
concept that ‘if something is good, more is better’ is seriously questioned whether it be
fastidious dieting or ultra marathoning. The statement ‘if you are running more that 3
miles, 5 times a week, you are running for something other than fitness’ will surprise many
previous readers of the aerobics books. Yet, during the past 10 years, it has been possible
to identify thresholds of physical activity beyond which there is a beneficial change in the
cardiovascular system as well as the level of activity at which there are detrimental effects.
I predict that the scientific data used to document these thresholds will be too impressive to
be ignored.
“We have only scratched the surface in the fields of health maintenance and preventive
medicine, and as more embrace these concepts, both the quality and the quantity of life will
substantially improve. It has been said that when a person dies, he dies not so much of the
particular disease as of his entire life. With proper motivation, education, and
implementation, that can be changed. However, all that I can do in this book is help in the
education and motivation; you the reader must be responsible for the implementation.
“To complete this plan for total well-being, I would be grossly negligent if I did not

114
emphasize the most important component, that is spiritual well-being. ‘For bodily exercise
profiteth little: but godliness is profitable unto all things, having promise of the life that
now is, and of that which is to come’” (1 Timothy 4:8 Authorized [King James] Version).
Calorie Equivalents For Popular Foods and Beverages
(Sample page)
Food Size/Serving Approx. Calories
Almonds
Apple
Apple Juice
Apricots
Asparagus
Avocado
Bagel
Banana
Lima Beans
Blueberries
Bread- Rye
- White
- Whole wheat
Broccoli
Brussels sprouts
Butter
Carrots
Cashews
Cauliflower
Celery
Cereals- bran flakes
- corn flakes
Cheese- Cheddar
Egg
Potato
Milk
Tomato
12-15 nuts
1 medium
3/4 cup
2-3 medium
5-6 spears
½
1
1 small
5/8 cup
1 cup
1 slice
1 slice
1 slice
1 stalk 5 ½ in. long (14 cm)
9 medium
1 table spoon
1 large or 2 small
6-8 nuts roasted
1 cup
1 small stalk 5 in. long ( 13 cm)
1 cup
1 cup
1 ounce
1
1 baked
2 cups whole milk
1 medium
90
87
87
51
26
185
165
85
111
87
56
62
56
32
45
108
42
84
27
3
106
110
112
80
90
320
35

115
12-Minute Walking/Running Test
Distance (Miles given times 1.6 for kms) Covered in 12 minutes
Ages:
Fitness Category 13-19 20-29 30-39 40-49 50-59 60+
I. Very Poor (men) <1.30* <1.22 <1.18 <1.14 <1.03 < .87
(women) <1.0 < .96 < .94 < .88 < .84 < .78
II. Poor (men) 1.30-1.37 1.22-1.31 1.18-1.30 1.14-1.24 1.03-1.16 .87-1.02
(women) 1.00-1.18 .96-1.11 .95-1.05 .88-.98 .84-.93 .78-.86
III. Fair (men) 1.38-1.56 1.32-1.49 1.31-1.45 1.25-1.39 1.17-1.30 1.03-1.20
(women) 1.19-1.29 1.12-1.22 1.06-1.18 .99-1.11 .94-1.05 .87-.98
IV. Good (men) 1.57-1.72 1.50-1.64 1.46-1.56 1.40-1.53 1.31-1.44 1.21-1.32
(women) 1.30-1.43 1.23-1.34 1.19-1.29 1.12-1.24 1.06-1.18 .99-1.09
V. Excellent (men) 1.73-1.86 1.65-1.76 1.57-1.69 1.54-1.65 1.45-1.58 1.33-1.55
(women) 1.44-1.51 1.35-1.45 1.30-1.39 1.25-1.34 1.19-1.30 1.10-1.18
VI. Superior (men) >1.87 >1.77 >1.70 >1.66 >1.59 >1.56
* < means “less than”; > means “more than”.
1.5-Mile (2.4km) Run test
Time in minutes
Ages:
Fitness Category 13-19 20-29 30-39 40-49 50-59 60+
I. Very Poor (men) >15:31* >16:01 >16:31 >17:31 >19:01 >20:01
(women) >18:31 >19:01 >19:31 >20:01 >20:31 >21:31
II. Poor (men) 12:11-15:30 14:01-16:00 14:46-16:30 15:36-17:30 17:01-19:00 19:01-20:00
(women) 16:55-18:30 18:31-19:00 19:01-19:30 19:31-20:00 20:01-20:30 20:31-21:30
III. Fair (men) 10:49-12:10 12:01-14:00 12:31-14:45 13:01-15:35 14:31-17:00 16:16-19:00
(women) 14:31-16:54 15:55-18:30 16:31-19:00 17:31-19:30 19:01-20:00 19:31-20:30
IV. Good (men) 9:41-10:48 10:46-12:00 11:01-12:30 11:31-13:00 12:31-14:30 14:00-16:15
(women) 12:30-14:30 13:31-15:54 14:31-16:30 15:56-17:30 16:31-19:00 17:31-19:30
V. Excellent (men) 8:37-9:40 9:45-10:45 10:00-11:00 10:30-11:30 11:00-12:30 11:15-13:59
(women) 11:50-12:29 12:30-13:30 13:00-14:30 13:45-15:55 14:30-16:30 16:30-17:30
VI. Superior (men) <8:37 <9:45 <10:00 <10:30 <11:00 <11:15
(women) <11:50 <12:30 <13:00 <13:45 <14:30 <16:30

116
Requirement Completion Control
Requirement Signature Date
I. Pre-requisites
1. Be at least 16 years of age. __________ _____
2. Be a baptized member of the Seventh-day Adventist Church. __________ _____
3. Complete a basic staff training course in one of the following:
c. Youth Ministries __________ _____
II. Spiritual Development
1. Read the book Steps to Christ. __________ _____
2. Complete the devotional guide Encounter Series I, Christ the Way,
or a Bible Year plan. __________ _____
3. Keep a devotional journal for at least four weeks, summarizing
what you read each day. __________ _____
4. Demonstrate your knowledge of the 27 Fundamental Beliefs by
completing one of the following:
a. Write a paper explaining each belief
b. Give an oral presentation on each belief
c. Give a series of Bible studies covering each belief
d. Conduct a seminar teaching each belief __________ _____
5. Enhance your knowledge of church heritage by completing the
following:
a. Reading the Pathfinder Story __________ _____
b. Earning the Adventist Church Heritage Award
c. Reading a book on some aspect of church heritage __________ _____
III. Skills Development
1. Attend and complete a two-hour seminar in each of the following
areas:
a. Leadership skills
b. Communication skills
c. Creativity and resource development
d. Child and youth evangelism __________ _____
a. Christian Storytelling
b. Camping Skills II __________ _____
3. Earn two additional honors of your choice not previously earned __________ _____
4. Hold a current Red Cross First Aid and Safety certificate or
its equivalent. __________ _____

117
5. Supervise participants through either an Adventurer Class or
Pathfinder Class curriculum or teach a Sabbath School class
for at least one quarter. __________ _____
IV. Child Development
1. Read the book Education. __________ _____
2. Read at least one additional book on child development or attend a
three-hour seminar dealing with child development within the
age group of your chosen ministry. __________ _____
V. Leadership Development
1. Read a current book on your choice of topic under the general
category of Leadership Skill Development. __________ _____
a. Develop and conduct three worships
b. Participate in a leadership role with your local church
children’s/youth group in a conference-sponsored event
c. Teach three Adventurer Awards or two Pathfinder Honors
d. Assist in planning and leading a field trip for a group of
Adventurers, Pathfinders, or Sabbath School class
e. Be an active Adventurer, Pathfinder, Youth Club, Sabbath
School, or AY Society staff member for at least one year
and attend at least 75% of all staff meetings. __________ _____
3. Identify three current roles in your life, at least one of which is
spiritually oriented, and list three goals or objectives
for each. __________ _____
VI. Fitness Lifestyle Development
Participate in a personal physical fitness plan for a minimum of three
months, and evaluate any level of improvement of physical
condition. __________ _____
Master Guide Completed ______________________ Date: ____________
(Authorization signature)

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