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BASIC BIBLE TRUTHS
Written by Dr. Lester Hutson

Copyright - Lester Hutson - 1986
This material is copyrighted and may not be copied or reproduced without the express written permission of Dr. Lester Hutson.

Chapter Two

The Hopelessness of a
Wrong Relationship with God

 

"In this the children of God are manifest, and the children of the devil: whosoever doeth not righteousness is not of God, neither he that loveth not his brother," I John 3:10.

1. Your first objective is to see that your student(s) grasps the concept that there is a sharp difference and contrast between those who are God's and those who are not. As you develop your case which establishes this position, you will need to emphasize that this difference and contrast is not readily apparent to human observation.

2. Your second objective is to establish in your student's mind the reality of the awful eternal future of damnation for all who are not God's children.

3. Your third objective is to prove Biblically that it is impossible for anyone to change his own relationship to God.

4. Your final objective in this lesson is to show that a wrong relationship to God is a hopeless condition in which to exist apart from divine intervention.

Teacher, again be reminded of the importance of learning this title, thought, and application. Learn it; don't just parrot it. Make sure you understand the truths so that you can explain them in your own words,

TITLE

"THE HOPELESSNESS OFA WRONG RELATIONSHIP WITH GOD"

 

THOUGHT

Those who have no relationship with God are in an eternally disastrous condition from which they cannot save themselves.

 

APPLICATION

To bring the student to an understanding of the fact that conduct is not the basis upon which God divides the world into two divisions. Also, to show from God's Word that those who find themselves in no relationship with God are powerless to bring themselves into a relationship with Him.

 

Remember to always approach the home and conduct yourself therein with respect. Be cordial and in a relaxed, at-ease spirit, for this sets a tone and atmosphere of reception, openness and learning with your student, which is very important to the success of the endeavor. But, never take things for granted, and don't become too familiar with your student(s). Practice respect. You are the invited guest. Work to keep the atmosphere cordial, favorable, and positive.

After a brief greeting, move right on to the teaching table. You should never sit down until you get to the table, and your initial greetings should not involve more than three to five minutes. Your student(s) knows you are coming to teach and is expecting you to do it. The opening greetings should be warm and sincere questions about how he has been since last week's meeting, and a brief discussion of some other matters that might surface; but failure to get on to the table to begin Lesson Two will eat into your one hour of time to teach Lesson Two, and cause you to violate your time promise.

Once seated at the teaching table, spread the chart which your student(s) is to have kept, and get your Bible (and his) on the table. Then spend a little time reviewing last week's lesson. This is very important! It refreshes the student's memory of the last lesson, and it enables you to link or tie into it with a natural and smooth progression. Your student will hardly know that you are reviewing or when you finish reviewing and proceed with new material. You should work at making this a natural and easy part of your teaching.

Isuggest you start your review with a reminder that in all the studies Our objective is to look at things the way God does, and that the only legitimate way we have to do that is through the Bible. Remind your student that you have already given some attention to proofs that the Bible is God's inspired book; and in view of the fact that it is, you are going to stay with the Bible in these studies, thus establishing Bible positions, not just denominational positions. Remind your student(s) that according to the Bible, God has divided all mankind into two basic divisions or groups.

I. Now spend time showing how God compares and contrasts the two basic groups:

A. How to develop this comparison and contrast:

1. I personally find it much more natural and effective to run the two columns point by point examining both sides of the issue as I go. For example, I fully compare and contrast being lost with being saved (the first entries in each column) before moving to a comparison and contrast of condemnation and justification (the second entries in each column). Developing all of Column One before beginning Column Two requires the student(s) to retain what you said about the items of Column One till you get back to the corresponding point in Column Two. The retention span of the average student will be overtaxed. This will require you having to repeat what you said about Column One items and waste valuable time.

2. On the chart, I have listed only six comparisons and contrasts. There are dozens of others, and you should point that fact out to your student(s). I shall use six key comparisons and contrasts in this lesson to amply establish the point. We can not use all which are found in the Bible in our presentation of this lesson here lest we bog down, thus frustrating the important aspects of this study of adequately presenting the big, overall picture. To spend too much time on any area of the material will not allow you to accomplish that in the six allotted hours.

I have chosen six key comparisons and contrasts which I consider to be generally adequate to establish objective Number One. Depending upon the background and condition of your student(s), you may need to use different or more comparisons and contrasts. I also recommend presenting them in the order shown here as just the sequence in which they are presented builds systematically and establishes the objective in a subtle way.

B. First, compare and contrast being lost with being saved:

1. At the end of the first lesson you wrote "lost" in the "No Relationship" column and "saved" in the "Relationship' column. Now add Luke 19:10 beside "lost" and Ephesians 2:8-9 beside "saved" as shown on the chart.

2. Explain that this is God's terminology as stated right in the Bible. All of the comparisons and contrasts will be taken directly from scripture.

3. Teacher, I do not spend much time elaborating on this first comparison and contrast, because with each new comparison and contrast, the realization of what it means to be lost as opposed to what it means to be saved will emerge ever clearer.

C. Next compare and contrast "condemned" with "justified":

1. Explain that those who have no relationship to God are condemned' as you write "condemned" in the appropriate column. Explain that "condemned" is basically a legal term. When people break the law and are found guilty, they are "condemned" by the law. Add John 3:18 beside "condemned" and quote or read it.

ILLUSTRATE HERE:
If I drive fifty miles per hour through a fifteen mile per hour school zone, I have violated the law of the land. If a peace officer catches me doing so, he writes me a citation and may haul me to jail. In such a case, I am "condemned" by the law. In a spiritual sense, every person has violated God's law, and God has caught each one. Thus, he has been condemned by God's law. Every sinner, who has no relationship with God, is in that condition.

2. Then explain that all who are saved or have a spiritual relationship to God are "justified" as you write "justified" in Column Two. Explain that "justified" is also a legal term. People who have no offence against the law are in a just position with the law. Write in Romans 5:1.

ILLUSTRATE HERE:
Consider again my driving fifty miles per hour through a fifteen miles per hour school zone. I am apprehended by the peace officer, tried and found guilty. I am condemned to a $200 fine or thirty days in jail. If I do not have the money, I go to jail. But, suppose someone volunteered to pay my fine for me, and I agree to accept his payment on my behalf. He pays my fine, and I go free and "justified" with the law. Once my penalty is paid, I am "just" with the law. It no longer has an offence against me. It is not that I never broke the law and am not guilty. No sir! I did it. I did break the law; but somebody paid my penalty; so I'm justified in the eyes of the law.

So, explain to your student(s) that being "justified" before God does not mean that a person never did wrong. To the contrary, all the people who are saved and in relationship to God have done wrong: many times. But, what has happened as we shall see more clearly in future lessons is that God has paid the penalty for all of these in Column Two, and they have accepted His payment. Thus by His own laws of divine justice, He considers them "justified."

TEACHER, EMPHASIZE that guilt or innocence is not the issue in whether or not a person is "justified" or "saved." The issue is whether or not the guilt has been properly addressed. With the lost, it hasn't; with the saved, it has. One of the main things you must communicate in these lessons is the fact that God has not divided mankind into these two groups upon the basis of conduct, good or bad. You must show them that the basis of His dividing is whether or not their sin issue has been addressed; not by the basis of what man has done for himself, but upon the basis of what God has done for Him. You must hammer and hammer at this truth, even as the Bible does. Basically ingrained into every man seems to be the idea that saved people are saved because their conduct is better than the conduct of lost people; and that lost people are lost because their conduct isn't good enough. Most religions teach that, even those calling themselves Christian. You must sytematically destroy that false concept with the Word of God which we are considering. One explanation by you won't do it. You must keep hammering at it with the Word; not too abruptly at first lest you turn your student off. Rather, you just keep staying with it, letting the Word hammer and hammer at it with one passage after another until the student(s) sees it for himself; not from you, but from God's Word. This second lesson should drive the spike down reallv deep into the heart of the false "works" or "good conduct" for salvation concept. You've got to convince your student(s) from the Word that God's basis of salvation is not "works" or "good or bad conduct"; but is rather faith in the work God has done on the cross for sinners. Teacher, you are laying the basic groundwork for that concept right here at this section of Lesson Two.

 

D. Next, compare and contrast "unforgiven" with "forgiven":

1. Explain that those who have no relationship with God are in that condition because they are unforgiven. As you are saying this, be writing 'unforgiven" in Column One and add Acts 13:38-39. This is a profound, yet easy to establish point. It builds naturally upon the points you've just made. Here you can point out the observable reality that all men are sinners. You might quote a passage like Romans 3:23 or Eccl. 7:20. Point out that those in the "No Relationship" Column are no more sinners than those in the "Relationship" Column. Those in the "No Relationship" column are there only and simply because they have not been forgiven. The fact that their conduct is worse or better than those in the "Relationship" column has nothing to do with why they're in the "lost," "No Relationship" column. They remain lost only because they are unforgiven.

2. In the "Relationship" column write "forgiven" and add Eph. 1:7. Again, the point to establish is that those in this column are there simply and only because they've been forgiven-, not because they are sin free or have never committed too many sins. The idea that should ever grow as you teach these points, showing him the idea right in these passages is that "conduct," good or bad, is not God's basis of placement of men into one group or the other.

ILLUSTRATE HERE:
I often tell my student(s) at this point of a common bumper sticker I've seen. It simply says, "Christians aren't perfect; just forgiven." That's true; but it's a concept few seem to grasp.

E. Your fourth entry should be a comparison and contrast between "unrighteous" and "righteous":

1. In teaching this point, first write "unrighteous" in Column One and place Romans 1:18 beside it. Explain that to be unrighteous is to not be righteous. Remind your student(s) that we are thinking here in terms of those whom God considers righteous; not necessarily those whom men consider righteous. Literally, an "unrighteous" person is one whom God considers not right with Him.

2. On the other hand, those in Column Two are "righteous" or those whom God considers right with Him. Write "righteous" in Column Two and add Romans 3:22.

Teacher, at this point and in teaching this comparison and contrast, you have an excellent opportunity to make a tremendously powerful point. Don't miss it. Explain from Romans 3:22 (turn there and read or quote it) that God's "righteousness" is available to everyone ("unto all"); but it is the actual possession ("upon all") of only those who believe.
ILLUSTRATE HERE:
If the local grocery store offered ten pounds of choice T-bone steaks to the first 1,000 customers on a certain day between 9 a.m. and noon, some would take advantage of the free offer and some wouldn't. Though the offer be "unto all," it would only be "upon all" those who take advantage of it. For all others, it may as well never have been offered. Those who didn't respond may have failed to do so for a variety of reasons; but the bottom line would be always the same: the offer would profit them nothing, though it could have. Some might refuse to respond to the offer out ot downright disbelief of its legitimacy; others for skepticism that there'd be a hidden danger involved. Still others mighht intend to respond, but be side-tracked by some other matter. Others might be discouraged by the long waiting line; and still others might intend to, but just never get around to it. In each case, the bottom line would be the same: no steaks.

Likewise, God has offered to make all men righteous or right with Him. His only limit is a time limit: during mortal life. Some have come to Him, and have been made righteous; yet others haven't. Some of those who haven't just don't believe "this God and Bible stuff." Others accept the facts, but have just never gotten around to taking advantage of God's offer. They intend to; but haven't yet. Still others haven't come because of the hypocrites, and others have just been too busy and have neglected. But, whatever the reason, the bottom line is the same: they are all still "unrighteous." Romans 3:22 says God's righteousness is available "unto all" of them; but it is only "upon all" of those who have believed in Jesus Christ as personal Saviour. But, the question is, What is this "righteousness of God" which is the possession of some but which others don't have? Well, it is for certain that it is "the righteousness of God",- not man. So those in Column Two who are said to be righteous are not said to be righteous because they do more right deeds than those in Column One. Romans 1:16-17 says this "righteousness of God" which could be the personal possession of every man is a part of the "'gospel of Christ." I Cor. 15:1-4 defines the gospel to be Christ's death, burial, and resurrection. The righteous act of God in the gospel is the fact that He paid the sinner's penalty in His own death in the place of sinners when He died on the cross. When He died there, He was doing it for sinners according to I Peter 2:24. In view of the fact that the penalty for sin is death according to Romans 6:23, there was no other way sinners could be forgiven and given eternal life short of the Saviour's death on their behalf. God, knowing that to be the case, came in the person of Jesus Christ and went to the cross in the stead of sinners, Romans 5:6,8. In the history of the world, there have been many right things done; but none can compare with the right act of God on the cross in dying for sinners. It was the one and only hope of fallen men.

Now, this righteous act of God is offered to the credit of every man. In simple terms, God credits His death on the cross to every person who believes on Christ. Turn your student(s) to Romans 4:1-6 and let him see it for himself. The text is discussing how Abraham (and all men) are justified before God, Verse 2. Verses 4 and 5 say it is definitely not by works (conduct). But Verses 3 and 5 and 6 say God's righteousness is counted (our word is accounted as in an accountant's terminology) or "imputed" (given without merit or charge) to every one who believes. Isn't that great! To every sinner who comes to Christ, God just gives His (God's) own righteousness. To that sinner's credit on God's eternal ledger book is credited the death of Jesus Christ. God looks at that sinner just as though he died on the cross, for he did in the person of Christ by identification through faith. Christ died for that sinner; paid that sinner's death penalty. So, as God legally sees it that sinner is righteous or right with Him. But, notice it's not upon the strength of what that sinner did for himself through better conduct; he is reckoned righteous by God upon the strength of what God did for the sinner.

ILLUSTRATE HERE:
Say to your student something like this: Suppose someone came to you and said "I want to give you a large sum of money." You've never worked for that person; nor done anything to merit one cent. He owes you nothing. But, you go with him to the bank where a new account is opened exclusively in your name. Then the new accounts secretary asks how much you wish to put in the account as you open it. The man speaks up and says, "$100,000." She asks, "Check?" He says, "No, cash." Then he pulls out the biggest roll of bills you ever saw, and lays $100,000 on the desk. The big boys in the back are called, and the money is not "hot"; it is all legitimate. The secretary then gives you a deposit slip for $100,000, and the stranger leaves. Suddenly you have $100,000 which only you can touch. You didn't inherit it, work for it, or in any way deserve it. He just gave it to you freely: imputed it to your account.

Teacher, drive it home like a sledge to a spike. God has done something infinitely more dramatic and outstanding than give somebody $100,000. He has given His death on the cross to every sinner who has come in faith to Him through Christ. They're infinitely rich, have eternal life; not because they've done even one good thing. They're there because God put them there upon the strength of His work on their behalf. All men could be righteous; but only believers are. And the difference is not conduct, good or bad. The difference is in whether or not the righteousness of God has been imputed to them.

F. Then point out to your student(s) that those who remain "unrighteous" are said to be "dead in trespasses and sins" while the "righteous" have "eternal life":

1. In Column One write in "dead in trespasses and sins," and write Ephesians 2:1 beside it. Explain that to be dead means to be in a state of separation. For example, when the spirit leaves the body, the coroner says the subject is dead. Of course, he is speaking of mortal or physical death. To be "dead in trespasses and sins" is to be in a state of spiritual separation from God. I he subject may be very alive physically, yet be in a position where he or she has no communications with or grounds of contact with God. This is the state in which Adam and Eve found themselves when they sinned against God in Eden. There could be no fellowship with God as long as they remained in that condition. They were in a state of spiritual separation from God, as are all lost people.

2. But, once people come in faith to Christ, they are given "eternal life." Add this to Column Two and write in John 5:24. Emphasize that the life is called "eternal." This verse lends itself especially to an emphasis of the eternal security of the believer. I always quote this verse while having my student(s) follow me in his Bible. I point to the various parts of the chart which are touched in this verse as I go through it. I particularly emphasize the fact that once a person arrives in Column Two, he can not get back into condemnation. That's right, and this verse says so directly.

G. Finally on my list of comparisons and contrasts, I list "eternity in the lake of fire" and "heaven":

1. At this point write in "eternity in the lake of fire" in Column One and pair Rev. 20:14-15 with it. Teacher, you ought to spend some time at this point talking about what an awful place a lake of fire Would be. I doubt that I need to spend much time here telling you how to establish this point.

2. On the other side of the dividing line add "heaven" and put John 14:1-3 beside it. Heaven is where God is, and all believers are going there for eternity. And, they're going there, not because they've done good and deserve to go there; but because they've been forgiven, justified, saved, and made right with God upon the strength of the work Jesus did on the cross.
TRANSITION THOUGHT:
When you get to the discussion of heaven, let this be a reminder to you that you are about to change direction to a second major thought.

II. Now, teach your student(s)that every person in Group One is headed to the lake of fire:

A. Teacher, you've already largely established this point with your sixth comparison and contrast:

1. But, the point is so important that it really needs to be emphasized.

2. Be careful here that you do not make it appear that you are pointing your finger at your student(s) and telling him he is going to hell. He may or may not be; but doubtless if he is, he has begun to see it by this point in the studies. And, if you are faithful to stay with the scriptures, they will convict him to the core on this point. So don't you try to be the convicter; let the Holy Spirit through the Word bring about the conviction.

3. I usually quote or read Revelation 20:14-15 again at this point, and point out what an awful thing it would be for anyone to mortally die while still in Column One. Other good scriptures to use are Psalm 9:17,IIThess. 1:7-9, and John 3:36. But I always point out that sooner or later everyone in Column One and Two must mortally die. Whether he dies a member of Column One or a member of Column Two is up to every man to decide. Which side he is on when he dies will not be determined by his conduct, bad or good; but by whether or not he has taken advantage by faith of what God has done for him.

B. This is a good place to remind your student of a point you made in Lesson One:

1. Because we mortals look on the outward appearance, we can't look at other people and tell whether or not they're going to heaven or to the lake of fire. Our judgment of such a matter would have to be made upon the basis of conduct, which is not the true basis for such a judgment at all.

2. But God looks on the heart, and He knows the true condition of every person. He knows which column or group they're in. And, He's the one, who at mortal death, will see to it that the eternal spirit will either go to heaven or to the lake of fire, depending upon the individuals relationship (or lack thereof) to God; not his conduct. There is no escaping eternity in the lake of fire for those who remain in Column One. This is your transition thought.

 

III. Now, make sure your student(s) realizes that there is absolutely nothing any person in Group One can possibly do for himself to change his condition and get into a proper relationship to God:

A. At this point, tell your student(s) that once most people recognize themselves to be in Group One, and headed to eternal fire, they usually attempt to substantially improve their conduct:

1. At this point, as shown on the chart, draw the horizontal line under the "No Relationship" entries. Then at the left, cut it with a vertical line and write in "love." Point out that lost people know that love is a good and noble trait, so they figure that if they are going to ever make heaven, they're going to have to love one another. So, to get into Column Two, many people add on love. But most figure that's not enough, so they also add on baptism. (Make a second vertical cut, and add "baptism.") Who could be against being baptized? So teach your student that just about anyone really serious about being saved would want to be baptized. And, really serious ones will want to be an active part of a church. So, they become members and attend, and even work in a church actively. (Add a third vertical cut and write in "church.") Then as you add a fourth vertical cut and write in "worship," tell your student(s) some pray, and give, and go through all kinds of worship to insure their salvation. And the serious ones serve. Write in "service" on your fifth verticle cut. Talk about how lots of people try to be better as an employee, mate, parent, neighbor, and citizen, thinking if they iive it," that surely they'll make it.

2. Teacher, you need to now "draw the net" on the false "good conduct for salvation" concept. Here is how to do it. On the chart, enter the big horizontal parenthesis as shown on your sample chart at the end of this chapter. Above it write "100% Good Conduct." As you are doing this, be saying to your student(s), "Let's just suppose we could find one person who practiced 100% good conduct." This statement opens the door to a discussion along the following lines. Tell your student(s) that you know and he knows there is nobody in that category for Romans 3:23 says there is not. But, just for hypothetical purposes, suppose there was one with 100% good conduct. Well, even if there was, he'd still be on the wrong side of the dividing line. He'd still be in the hellbound column, for good conduct is not the basis of making the change from Column One to Column Two. Nowhere in the Bible is there any hint that if a person does 51% good and only 49% evil that he'll make heaven. And, neither is there any indication that a 99% good to 1% evil ratio will get him saved. The Bible just doesn't deal in such human nonsense at all. What it does do is consistently insist that salvation is only possible upon the basis of God's work on the cross for sinners; not by any sort of human effort or conduct, be it good or bad.
ILLUSTRATE HERE:
I often illustrate this point by telling my student(s) that if I had the funds of a multibillionaire, I could hire myself any number of people who would meticulously follow this spectrum of good conduct. If I could pay a person $1,000 a day, I could doubtless get plenty of the rankest, lost sinners to work for me at living like a "Christian." My, for $1,000 a day they'd be glad to pay their tithes and still have $900 left. And to keep a high paying job like that, they'd attend every church service, pray often, sing in the choir, be baptized several times, and go out of their way to love everybody and do good deeds.

But, anybody with just a little perception would know that running the good conduct spectrum for hire wouldn't mean any person really was a Christian. It would all be just a job, just "put on" in order to get the money. The point is obvious: a brilliant display of good conduct is no certain indicator that a person is in a right relationship with God. A person can be acting more sanctimonious than a saved person and still be lost and on his way to the lake of fire. God is looking at the true condition of the heart; not outward acts of conduct. If the heart has been made right by his sacrificial provision, then the person is in Group Two. If the heart has not been made right by his sacrificial provision, then the person is in Group One irregardless of the high level of good conduct which he may be performing.

Teacher, remember what you are doing here. You are trying to get rid of the works and good conduct idea of salvation which is likely held by your student(s). Your goal is to get him to give up on his own abilities so he'll be in a mental position to look to and accept Jesus Christ, whom you will present as the answer to salvation in the next two lessons. So, you are here establishing essential groundwork; not only in Biblically undermining the false self-salvation concept, but in already suggesting repeatedly that the answer to salvation is in Jesus Christ.

ILLUSTRATE HERE AGAIN:
Since the teaching at this point has been dealing with add on conduct and artificial acting of a role, this illustration has proven especially enlightening.

I say to my student(s) something like this: Just suppose I said to you, "Joe, how would you like for me to plant a pecan tree in your yard?" You might say to me, "Well, Preacher, I'd like that. I've been needing a good tree over in that right front corner for a long time." So, I say "Well, next week I'll come an hour or two early and plant the tree" and you say "Come on. I'll be here to tell you exactly where to plant it."

So next week at the appointed time, I show up ready to plant the pecan tree, and say "O.K. Joe, where do you want it?" You say, "Right here, Preacher." I go to my car and bring out the shovel, potting soil, root stimulator, perlite, and everything I need to dig the hole and plant the tree. You stand there and watch while I dig the hole and get everything ready for the actual planting. Then I say, "I'll be right back," and I go to my car and return with a fine set of pecan tree roots. I wet them down with root stimulator and neatly arrange them in the hole. I say, "Joe, you are really going to like this tree. It's a beauty, and it's a Stuart pecan; a really good variety. Just a minute, I'll be back with the trunk of the tree . Man, by then, you're beginning to think I'm losing my mind and have qone off the deep end; but you watch. Sure enough, I return from my car with the trunk of the tree, which I have cut at a neat slant to fit the slant I made on the roots. I join the trunk to the roots and securely tape the two together and smooth the mixture of potting soil just right and pour in more root stimulator. Then, I say "Just a minute, I'll get the limbs"; and to your disbelief, I return with a nice set of limbs and begin to tape and wire them in place on the tree. I say, "It's really shaping up, isn't it? It's going to be a nice tree. It's almost eight feet tall with nice long limbs. Let me get the leaves." And, you watch in utter shock as I return with a sack of green pecan leaves and start clipping them in place all over the tree. And I say, "Joe, I wouldn't want to bring you a tree that wasn't producing, so I brought these pecans." And sure enough, I start clipping pecans on the tree. Then I say, "Joe, how do you like it?" You try to be nice because we're friends; but you say, "Preacher, I don't believe it's going to work." And I say, "Why not Joe? It has everything a pecan tree is supposed to have, and doesn't it look nice?" But you say, "Preacher, it does look nice outwardly, but that tree lacks just one thing, which is the main ingredient; and that is life."

And, then I say to my student(s), "You are exactly right. The tree lacks life. You don't build a tree by starting with all the outward, observable parts of the tree; putting them together hoping they'll generate life. No. Just the reverse is necessary if you are going to have a tree. You start with life: a seed or an already living tree. You plant it; and then, in time, the outward symptoms follow: a trunk, limbs, leaves, and ultimately fruit. And then I explain to my student(s) that this is exactly how if is with becoming a Christian: getting saved; getting into the family of God. A whole lot of people think they can put on the outward symptoms which they equate with being saved: going to church, being baptized, being good, and making sure your good outweighs your bad. But those things added to a person's life won't any more make him a saved person than adding roots, a trunk, limbs, leaves, and pecans will make a pecan tree. They're all fine and dandy, but they don't produce life. Spiritually, the exact reverse is necessary. God says to be saved one must start with life, which comes with the new birth as we shall see in a later lesson. Once a person has life, then he is in relationship to God or Column Two. Then, the good works and other symptoms of a Christian will come; not put on artificially, but sponstaneously and naturally as the newborn Christian grows toward maturity.

TEACHER, drive this truth home. The starting place is life; not the addition of more and better conduct.

B. Now, show your student(s) that the Word of God confirms what you are saying:

1. As you quote or turn to these scriptures, begin writing them onto the chart in the area shown on the sample chart at the end of this lesson. I usually give the scriptures in this order; briefly commenting and emphasizing the 'No works' aspects of each one as I go: Eph. 2:8-9, Titus 3:5, Isa. 64:6, and Rom. 4:5. I often point out that this is contrary to what youll hear in a great many churches. Churches sometimes tend to imply that living better, and faithfully performing religious activity will somehow result in salvation; but God flatly says it won't. And, remind your student that it is what God says that really counts. His Word is more important than my opinion, your opinion, the church's opinion, the Pope's opinion, mother's opinion, or anyone's opinion. And He says a person absolutely does not go from Group One to Group Two by his own efforts or conduct. If he is ever to get from Group One to Group Two, it will be because someone else got him there; not by what he did for himself.

2. At this point, mark the big 'X' through the whole works or good conduct section as a visible symbol that this method will not work as a means of salvation: or a means of getting someone from Group One into Group Two. Teacher, here is where you conclude this lesson by pointing out that to be in Group One is a hopeless condition. That does not mean a person there cannot be helped, rescued, or saved from that condition, for he can be; but it means he can not do it himself. The only hope for him is that someone else will do what he needs for him. He can't save himself; if he's ever saved, someone else will have to save him.

 

1. Tell your student that next week's lesson is titled "What God Has Done for the Lost World." Explain that this lesson will show how God is the one who can.move a person from Group One to Group Two.

2. Again remind your student(s) to keep up with the chart, and that you'll add more to it next week.

3. Always invite him to church.

4. Rise up and make your way to the door with a friendly goodbye.

 

"It Does Make a Difference What You Believe"