Much of what Augustine writes in Instructing Beginners in the Faith 1.1-14.22 makes it an excellent read for pastors and teachers. Also, much of what Augustine suggests to those of us who teach, should put into practice. I serve in rural central Missouri. There are many churches here and many who claim to be Christian. However, most who identify as Christian understand very little about the Faith and neglect the basic duties of being a Christian, like regularly assembling with other believers. Also, the people in this area are hardworking, blue-collar folks who work with their hands. Contemplation and abstract thought are against the grain and seen as impractical. The Pastor must bring the abstract truths of Scripture to bear on the minds, hearts, and lives of those under his care. I’ve had experience with the discouragement of Deogratias, who requested Augustine’s advice. I also have witnessed it in others who labor in teaching; one Sunday School instructor comes to mind. All of that said, in the space below, I will state the reasons why this text would be profitable to read, providing my ministry context as an example.
An Example of Humility
One of the reasons this text would be helpful for those ministering in my context is the humility and ponderings Augustine displays in 2.3. One great frustration I have as a teacher is my inability to articulate the things I learn the people I serve. When I preach a sermon on a rich text of Scripture, it feels as though my words fall to the ground in front of the pulpit, it can be quite deflating. Augustine, one of the most significant theologians, preachers, and communicators of Christian History, writes, “I am nearly always dissatisfied with the address that I give” (5). The tongue, pen, or fingers on the keys rarely keep up with the mind. Augustine’s vulnerability and struggle give the discouraged reader, not just a teacher in the text, but a fellow traveler. Augustine’s approach in the book is pastoral. This posture helps the disheartened teacher and gives them an example to follow. When we teach the Word, we are not the first, nor are we the last. We aren’t alone.
A Goal to Seek
Secondly, he also gives a helpful summary of what we should strive to teach seekers and those new to the Christian faith. In 3.5-6.10, Augustine provides an outline of what he will cover. It begins with an overview of redemptive history from creation to the present state of the Church. It is to be given in a posture of love and received in the same way. Christ is to be the center of the discourse and the most significant evidence of God’s love. God’s love is to be reciprocated vertically to God and horizontally to neighbor. The teacher must press the hearer to the Scriptures. Where I live practically everyone owns a Bible, yet I doubt the majority read it. Even worse, they neglect the preaching of the Word by forsaking the assembly of believers on the Lord’s Day. Much of the shallow piety of the area I minister could have been curbed by sound instruction in the beginning. Moreover, it would help to have teachers who desire to be faithful over merely adding another number on the church role. Those who currently teach or wish to would benefit by getting a basic summary of what they ought to teach.
A Stress on Personalization
Third, the insinuation of preparing messages catered to those who you are teaching is insightful. Augustine discusses this issue in 8.12-9.13. Augustine believes we should seek to know who it is we are teaching, including their background, education, and familiarity with the Christian faith. What they are keen on, we should summarize. What they lack, we should emphasize. This notion is a common-sense approach that is not so common. The standardization of one size fits all curriculums is an example of disregarding Augustine’s advice. I have told the teachers in the church I serve to use curriculums as conversation partners and discussion facilitators, not as crutches. The teacher must know their audience and subject. Augustine provides helpful advice on both fronts, making this book a useful text for those serving in my area and beyond.
An Encouragement for Discouragement
Finally, the most valuable part is his engagement with the possible discouragements a teacher might face and remedies for them. Augustine declares that the hardest part in giving address is delighting in the task. What Augustine states in 10.14-14.22 are similar to complaints I have heard and experienced. The fear of being boring, the fear of being wrong, the tiresome work of repetition, the lack of response, and tiredness of hearers are examples of discouragements I have experienced and wrestle with weekly. Augustine gives helpful remedies to each. Ponder the love of God in Christ. Delight in correcting yourself. Enter into the world of your hearers, realizing they are learning the things we know well for the first time. The teacher must take care to watch over their own heart if they are to teach others. Augustine helps the teacher who serves in hard and discouraging places where reception is often cold and uninterested. The one who teaches or who desires to teach would do well to read, ponder, and apply Augustine’s suggestions. The four reasons above are sufficient to make this an excellent text for those who teach and preach.
Jimmy Johnson serves as the Senior Pastor at Vista Baptist Church of Osceola, Missouri. He is a husband and father, and a sinner saved by the awesome grace of God in Jesus Christ. He is the cohost of Covenant Podcast. He received his BA in Christian Ministry from Missouri Baptist University. He received His MDiv from The Southern Baptist Theological Seminary. He subscribes to the Second London Baptist Confession of Faith as a faithful summary of biblical teaching. He can be found on Twitter, Facebook, and Instagram.
He co-founded this website to be dedicated to providing biblical, theological, confessional, and historical content that is accessible and beneficial to the Church of Jesus Christ. He contributes to the website to become more skilled as a writer, theologian, and pastor.
